The use of virtual design studios (VDS) in practice-based STEM education is increasing but requires further research to inform understanding of student learning and success. This paper presents a longitudinal, large-scale study (3 years, 3000 students) of student behaviour in an online design studio used as part of a distance learning Design and Innovation qualification, within the School of Engineering and Innovation at The Open University (UK). The sample size and time period of the study is unprecedented and provides unique insights into student behaviours. Moderate correlations between overall VDS use and student success were identified in early stages of study but were weaker in later stages. Detailed results identify specific behaviour correlations, such as 'listening-in' (viewing other students' work) and student success, as well as behaviour shifts from 'passive' to 'active' engagement. Strong intrinsic motivations for engagement were observed throughout and selected social learning mechanisms are presented to explain the empirical results, specifically: social comparison, presence, and communities of practice. The contribution of this paper is the framing of these mechanisms as steps in the longitudinal development of design students in a distance setting, providing an informed basis for the understanding, design, and application of virtual design studios.
This study looks at the qualities of learner-generated online content, as rated by experts, and how these relate to learners' engagement through comments and conversations around this content. The work uploaded to an Online Design Studio by students across a Design and Innovation Qualification was rated and analysed quantitatively using the Consensual Assessment Technique (CAT). Correlations of qualities to comments made on this content were considered and a qualitative analysis of the comments was carried out. It was observed that design students do not necessarily pay attention to the same qualities in learner-generated content that experts rate highly, except for a particular quality at the first level of study. The content that students do engage with also changes with increasing levels of study. These findings have implications for the learning design of online design courses and qualifications as well as for design institutions seeking to supplement proximate design studios with Online Social Network Services.
Significant energy and carbon originate in the existing built environment and retrofit is therefore a key carbon reduction strategy. However heritage buildings -comprising around 20% of UK buildings-are challenging to retrofit appropriately due to their historical values and traditional construction. Retrofit carbon savings are dependent on current energy use which is strongly influenced by residents' behaviours, and retrofit decisions for domestic heritage are generally the responsibility of homeowners. Therefore both residents' views and behaviours are important for effective retrofit strategies. However behaviours are rarely considered in standard energy models and residents' views are often overlooked in heritage retrofit policy. This paper analyses a survey of the views, values and behaviours of 147 residents of pre-1940 buildings. The majority are found to strongly value their homes' heritage and mainly view exterior building alterations negatively. However residents' heritage values and acceptable retrofits, frequently differ from those of experts and policy makers. Residents report actively engaging in several positive energy behaviours and many have already undertaken common carbon saving measures. These findings imply that, for effective carbon reduction from heritage buildings, policy and legislation needs to extend beyond current definitions of 'heritage' and acknowledge residents' complex values, motivations and energy behaviours.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.