E-Learning in Architecture: Professional and Lifelong Learning Prospects

Juvančič, Matevž; Mullins, Michael; Zupancic, Tadeja

doi:10.5772/30237

Cited by 6 publications

(4 citation statements)

References 18 publications

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“…This helps researchers to ask questions that cannot easily be quantified into numbers to understand human experience [31,32]. Since there was limited relevant literature of the study's context, the researcher adopted a case study method since it investigates a contemporary real-life phenomenon through a comprehensive contextual evaluation of a small number of conditions and events and their relationships [33]. The case study approach was considered to be appropriate owing to the exploratory nature of the study [33].…”

Section: Methodsmentioning

confidence: 99%

The use of technology to facilitate teaching and learning in studio-based spaces in the aftermath of COVID-19

Mhungu

2023

Eureka: SH

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Education technology has become increasingly important in South African higher education institutions. However, the efficacy of these technological innovations has not been unanimously acknowledged in the departments of Applied Design and Multimedia at CPUT. Lecturers and students have experienced difficulty in integrating education technology systems into all facets of studio-based learning. Aim: This study investigated the role of education technology tools in arts education and the extent, to which learning management systems (LMSs), such as Blackboard, are used in studio-based teaching and learning environments at CPUT. Methods: Owing to the exploratory nature of this study, the researcher adopted a qualitative approach in the form of a multiple case study as the study’s research design. Data analysis was used to analyse the data that was obtained from the interviews and relevant supporting documents. Results: The findings revealed that several lecturers were reluctant to make extensive use of education technology systems due to their perceptions of the primacy of traditional face-to-face teaching methods. Implications: The findings may provide vital information for education technologists, policy makers, and curriculum and instructional designers looking to benefit from education technology in the current fourth industrial revolution. Recommendation: The study recommends extensive use of education technology tools in discipline-specific settings, such as studio-based spaces, and close collaboration between lecturers and instructional designers when developing education technology systems for studio-based courses. The study also concluded that the e-learning system, used at the time of the study, needed to be optimally designed to meet the needs of studio-based disciplines. It is highly likely, that failure to do so would preclude the possibility of successfully integrating future technological innovations into studio-based teaching and learning environments in the post-COVID-19 era and a debilitating failure to prepare students to work in technologically advanced environments would be an inevitable consequence.

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Section: Methodsmentioning

confidence: 99%

The use of technology to facilitate teaching and learning in studio-based spaces in the aftermath of COVID-19

Mhungu

2023

Eureka: SH

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“…Blended learning with f2f component can produce a stronger sense of community among participants than fully online course [14], socio-cultural context for learning environment and helps maintain the link with traditional design studio practices in the field of architecture [14]. Despite the benefits that the use of e-learning system would provide to students and educators, there is a considerable resistance of architectural faculty to e-learning [3]. Among various other concerns, there is a common doubt that e-learning can be as equally effective as traditional face-toface architectural studio teaching and culture.…”

Section: Educationmentioning

confidence: 99%

“…The architectural design studio offers a prime example of a collaborative, multi-sensory, learner-centred, constructivist, experiential problem-based teaching environment [1,2]. Learning about how to do architecture and how to 'think' architecture requires a great deal of cognitive processing, the manipulation of mental images, understanding of complex cause and effect relationships, functional, technical, performance, aesthetic, cultural and physical aspects [3]. Visuospatial thinking theories are especially suited for the purpose of learning in and about architecture which both rely heavily on the notion that thinking consists of mental images and principled manipulation of mental images [4] on the premise that: "a) appropriate visuospatial thinking during learning can enhance the learner's understanding, and b) multimedia presentation can be designed to prime appropriate visuospatial thinking during learning" [4].…”

Section: Characteristics Of the Architectural Educationmentioning

confidence: 99%

Potential Hindrances to the Utilization of e-Learning System in Architectural Courses

Sidawi

2013

2013 Fourth International Conference on E-Learning "Best Practices in Management, Design and Development of E-Courses: Standard

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the core of Architectural education is the design studio where -face to face-social interaction, negotiations and communications happen between tutors and students. These communications are essential for development of the design concept and initiation of student's creativity. Laboratory and theoretical courses are considered as backup or supportive to the design studio's education. At the University of Dammam, an ambitious e-learning system plan was initiated and the system was gradually installed during the year 2012. The faculty have been encouraged to use it and integrate it with their traditional teaching methodologies. However, it is reported that the system is of little use by the faculty of college of Architecture. So, a survey was launched in early 2013 and it targeted the faculty at the department of Architecture. This is to find out why the faculty are reluctant to utilize the system and the hindrances to possible utilization. The survey's results showed that the faculty appreciated the qualities of the e-learning system. However, they felt that the e-learning system is still under development and it has not been tailored to respond to the requirements of architectural education. They said that it can be used, to a certain extent, for theoretical courses but it would not be beneficial for design courses. This paper argues that potential shortages of the system should be dealt with during the implementation of the elearning system at the college of Architecture; otherwise, the present e-learning system, as it is, will not respond to the architectural education's needs and would have negative impact on architectural education.

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“…Cultural factors include resistance to innovation and change, and negative attitude towards technology, while the technical factors cover technology reliability, connectivity, adequate infrastructure and technical support issues.Recent researches indicated that lack of knowledge and skills is the most apparent inhibiting factor in e-learning (Al-Sarrani, 2010). There are also evidences that has shown limited use of educational technologies in university teaching(Juvancic, Mullins, Zupancic, 2012;Schoonenboom, Roozen, Sligte and Klein, 2004;Selwyn, 2007). More than 72% of faculty from both state universities have access to dependable computers, internet connection, and have tools installed on their computers.…”

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confidence: 99%

A Study of E-Readiness Assessment: The Case of Two State Universities in Luzon.

VVillarica¹

2019

IJAR

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E-Readiness plays a crucial role in the success of E-Learning initiatives with greater reason it should be conducted in an extensive approach for Higher Education Institutions to reap the benefits E-Learning has to offer. This study explored the e-readiness of two State Universities in Luzon to provide significant information to the academic community. Data were gathered from faculty and students with the use of an E-Learning Readiness Tool. The findings related to readiness of teachers and students are discussed. Furthermore, barriers to e-learning manifested in the results and necessary actions to address these were recommended for managers.

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E-Learning in Architecture: Professional and Lifelong Learning Prospects

Cited by 6 publications

References 18 publications

The use of technology to facilitate teaching and learning in studio-based spaces in the aftermath of COVID-19

The use of technology to facilitate teaching and learning in studio-based spaces in the aftermath of COVID-19

Potential Hindrances to the Utilization of e-Learning System in Architectural Courses

A Study of E-Readiness Assessment: The Case of Two State Universities in Luzon.

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