Digital Review Sessions: Student Perceptions of Digital Tablets in Design Studio Review and Desk Critique

leBrasseur, Richard

doi:10.3368/wplj.39.2.17

Cited by 2 publications

(1 citation statement)

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“…TEL incorporates ICTs in innovative and transformative means, particularly for the natural science and environmental study disciplines where TEL can impact the learning experience through new social and cultural learning contexts and the convergence of practical and theoretical perspectives [50]. TEL tools have previously been shown to be useful in higher education to help natural science and environmental studies students achieve levels of academic success such as higher grades [51,52]. TEL has its challenges.…”

Section: Site Visits and Technologymentioning

confidence: 99%

Virtual Site Visits: Student Perception and Preferences Towards Technology Enabled Experiential Learning

leBrasseur

2023

Int. J. Emerg. Technol. Learn.

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Site visits are a key pedagogical tool within natural science and geographical education. Site visits provide an interactive experience to enable learning through the exposure to a real-world spatio-temporal environment. COVID-19 restrictions required the development of a virtual site visit for a landscape ecology course in North America. In this study, a series of digital tools were coordinated to deliver site visit information focusing on multi-sensory, multi-scalar, and multi-media information based on Kolb’s experiential learning model, particularly Step 1, the concrete experience. This research explored student’s perceptions and opinions of the digital tools provided to complete their ecological restoration management assignment and their effectiveness and usability. 4th year natural resource and environmental science students (n=52) reported predominately positive attitudes towards the use of the virtual site visit. Though students did not prefer the virtual site visit over a physical site visit, they noted that the virtual site visit digital tools did provide the same information as a site visit and that they felt they were able to understand all aspects of the physical site through the virtual site visit tools provided, particularly through the digital photographs and the 360-degree virtual reality imagery. Successful student assignments illustrated experiential learning outcomes were met.

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Section: Site Visits and Technologymentioning

confidence: 99%

Virtual Site Visits: Student Perception and Preferences Towards Technology Enabled Experiential Learning

leBrasseur

2023

Int. J. Emerg. Technol. Learn.

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Investigation of architecture and architectural engineering online education; educator experience, self-efficacy and success

Mosier

Adhikari

Langar

2023

ARCH

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PurposeThose who believe they excel at architecture or engineering education are more likely to succeed based on self-efficacy principles. To investigate educator self-efficacy and success in the Online Learning Environment (OLE), a set of relationships are observed which describe correlations between experience and potential.Design/methodology/approachAn online survey instrument was distributed the fall after COVID-19 university closures. Respondents were asked to reflect on their level of experience teaching and their ability to teach online. All analyzed data were subjected to descriptive and inferential statistics using the SPSS 22.0 statistical software package. The compatibility of the variables with normal distribution was tested using the Kolmogorov–Smirnov and Shapiro–Wilk methods. Variables comparisons were performed using non-parametric tests (Kruskal Wallis test, Mann Whitney U test). The relationships between quantitative variables were examined using the Spearman Rank Correlation and comparisons formed from the qualitative variables were tested using the Pearson Chi-Square and Fisher Exact methods.FindingsEducator self-efficacy was determined throughout the COVID-19 transition. Possessing online teaching experience is related to the perceptions that architectural education can be delivered entirely online. A relationship was found for educators who previously taught using OLE and who had experience with delivering and developing OLE.Practical implicationsIt is incumbent on educators and administrators to continue to learn how to best accommodate student learning. The strong relationship for R1: Total teaching experience (IV) and perceptions of whether AEC education can be delivered completely online, points to having educators with a depth of experience and being open to change. The strong relationship shown for R2: Have you ever taught using an online method before January 2020 and Experience in developing online materials demonstrates that a variety of experience will also support educators in a time of change. These relationships illustrate how educator efficacy can provide support for educators during times of crisis.Originality/valueU.S. Architectural and Architectural Engineering educator pandemic OLE self-efficacy has not been previously been a focus of research efforts. This research adds to the body of knowledge by demonstrating how relationships between teaching experience and OLE can encourage educator self-efficacy during a crisis. Statistical analyses found a strong relationship between total teaching experience and perceptions that AEC education can be delivered completely online. A strong relationship was found between online teaching experience and positive experiences in developing online materials.

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Digital Review Sessions: Student Perceptions of Digital Tablets in Design Studio Review and Desk Critique

Cited by 2 publications

References 0 publications

Virtual Site Visits: Student Perception and Preferences Towards Technology Enabled Experiential Learning

Virtual Site Visits: Student Perception and Preferences Towards Technology Enabled Experiential Learning

Investigation of architecture and architectural engineering online education; educator experience, self-efficacy and success

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