Insight into the missing aspects of therapeutic landscape in psychological centres in Kigali, Rwanda

Tafahomi, Rahman; Nadi, Reihaneh

doi:10.1080/23748834.2020.1774035

Cited by 10 publications

(13 citation statements)

References 30 publications

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“…The studies applied quantitative and qualitative methods to study the students' behaviors and education specifications (Cohen, Manion, & Morrison, 2007;Frey, 2018). Despite the advantages of the quantitative methods based on the questionnaire and big data, qualitative methods were applied widely in the case of the architectural studies (Groat & Wang, 2002;Niezabitowska, 2018;Silverman, 2004) such as content analysis (Krippendorff, 2003;Silverman, 2010), structured observation (Frankfort-Nachmias, Nachmias, & DeWaard, 2014; Tafahomi & Nadi, 2020;, graphical analysis Tafahomi, 2021b;Tafahomi, 2021c). This kind of research is also mentioned as a supportive system in architecture to bring other knowledge in the architecture areas for the application (Frayling, 1993).…”

Section: Methodsmentioning

confidence: 99%

“…The content analysis was not limited to the text rather than the graphical features have been included in such kind of analysis (Attoe, 1979;McClean & Hourigan, 2013;Boults & Sullivan, 2010). The structured observation was applied in behavioral studies of users (Bonnes & Bonaiuto, 2002) in the built environment studies to observe the specific behaviors or reactions in the context (Tafahomi & Nadi, 2020;Tafahomi, 2021d).…”

Section: Methodsmentioning

confidence: 99%

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An Attempt to Fill the Gap between the Architectural Studies and Conceptualization in Architectural Thesis Design Studio

Tafahomi¹

2021

JDS

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The aim of this paper is to evaluate the application of a theoretical framework in the architecture thesis project to discover the effectiveness of the exercise on the thesis projects. It was common to observe that the students prepared the architectural thesis project with limited, unstructured, or disconnected studies to analysis, programming, and conceptualization phases. A theoretical framework model was tested to evaluate the effects on the learning outcomes of the students. The methodology of the research was designed based on structured observation and content analysis. The findings of the research reveal that the students perceive and understand the studies and the theoretical framework differently. The students demonstrated their theoretical framework with four categorical specifications including information, application, presentation, and communication. The information referred to data and structure of the organization, the application implied the relation between the data collection, analysis and other phases of the thesis project, the presentation illustrated how they applied graphical tools to illustrate the data, and communication revealed the interaction between the students and the panel of juries and participants. In conclusion, the theoretical framework connects the studies to the concept generation and opens a new door for the discussion of the architectural studies and lessons learnt between the panel of juries, the students, and peers. For an effective expectation from the theoretical framework outputs, detailed guidelines could harmonize the students’ outputs due to the varieties of the application, interpretation, and demonstration of the architectural theoretical frameworks.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

An Attempt to Fill the Gap between the Architectural Studies and Conceptualization in Architectural Thesis Design Studio

Tafahomi¹

2021

JDS

Self Cite

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“…The studies recommended qualitative methods to study the problem in the context for a profound analysis (Groat & Wang, 2002;Silverman, 2004). The applied techniques in qualitative research in education were included content analysis (Krippendorff, 2003;Mugerauer, 1995), case study (Graham et al, 2013;Medina, 2018), interview (Cohen et al, 2017;Neuman, 2006), structured observation (Bonnes & Bonaiuto, 2002;Tafahomi, 2021b), and behavioral analysis to study the activities in the context (Tafahomi, 2020(Tafahomi, , 2021aTafahomi & Nadi, 2020). The quantitative research constructed on the questionnaire with a wide range of data for the statistical analysis of big data through software (Cohen et al, 2017;Hemyari et al, 2013).…”

Section: Methodsmentioning

confidence: 99%

“…The applied methods in this research were referred to the legitimated process that presents the research activities in data collection, analysis, and interpretation of the results. The content analysis (Krippendorff, 2003) and the structured observation (Bonnes & Bonaiuto, 2002;Tafahomi, 2020Tafahomi, , 2021aTafahomi & Nadi, 2020) applied to analyze the activities of the students in blended learning in the architecture program. The content analysis was applied to analyze the products of the students in the exercises specifically based on the structure, content, and the graphical presentation of the students especially the quality of the online sources, citation, and the references in the report structure as the key criteria.…”

Section: Methods and Research Designmentioning

confidence: 99%

Application of Blended Learning through Practical Project-based Instruction: Opportunities and Constraints

Tafahomi

2021

Pedagogi

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The aim of this paper is to highlight the application of BL (Blended Learning) in practical courses in the architecture program in COVID-19 time. Physical Environment course is a theoretical module in the first year of the undergraduate architecture program. Despite the course write in the theoretical structure, it was proposed to reorient the course into mixed methods with practical activities through online researching, site visiting, and reporting. The methodology was designed in a qualitative method with the application of case study, structured observation, content analysis, graphical analysis, and interpretation techniques. Data were combined from 40 students who were divided into 10 groups of 4 students to discover the application of BL in a practical and project-based activity. The findings of the research identified that the students face limitation to access the research engines and scientific sources to collect the sources for exercises. A half part of the group did plagiarism in the citation and referencing of the reports. The students present more accurate data in the site visiting and practical activities than the theoretical part. In conclusion, the application of BL requires sufficient infrastructure for access to online materials through institutions. Application of practical BL helps the students to personalize and specialize the learning process through their own design of the report and exercises that more effective for delivery of course. Despite the BL implements just in the activity and course levels by staff and students, BL mode requires to set up in both program and institutional levels to achieve the results.

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“…The studies have highlighted some common techniques to study the students' activities in the context such as structured observation (Neuman, 2006;Lawson, 2005; Nadi, Derivation of a Design Solution for the Conservation of a Historical Payab in the Redevelopment of Doloeei, Gonabad, 2020), interview and questionnaire (Groat & Wang, 2002;Neuman, 2006;Alerby, 2000;Ezzy, 2002;Frankfort-Nachmias, Nachmias, & DeWaard, 2014), and simulation and graphical techniques (Laseau, 2001;Crowe & Laseau, 2011;Ching F. D., 2015;Tafahomi & Nadi, 2016). The questionnaire was applied to discover viewpoint, perception, and the expression of the students in the conceptualization processes (Lee, 2005;Yang, Becerik-Gerber, & Mino, 2013;Xi, Yuan, YunQui, & Chiang, 2017).…”

Section: Methodsmentioning

confidence: 99%

Editorial

Toprak¹

2021

JDS

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This paper analyses the predominant trend between the students to follow, frame, and develop a concept in the architectural thesis design. The research targets to question how the students derive their inspiration from diverse sources and influencers into the architectural design concept. The research methodology was based on semi-structured questionnaires with Likert scale questions to analyse and interpret data through the Chi-Square test in SPSS software. The findings revealed that first, the students preferred to employ more symbolic and poetic elements for the design than real projects, second, to create their concepts under influences of supervisors and juries than research, third, to follow personal procedure than the structured process of the course. In conclusion, the results revealed that the students adopted a personal procedure under the influences of the supervisors to design a concept that is closely aligned with a subjective approach, rather than a structured research process.

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Insight into the missing aspects of therapeutic landscape in psychological centres in Kigali, Rwanda

Cited by 10 publications

References 30 publications

An Attempt to Fill the Gap between the Architectural Studies and Conceptualization in Architectural Thesis Design Studio

An Attempt to Fill the Gap between the Architectural Studies and Conceptualization in Architectural Thesis Design Studio

Application of Blended Learning through Practical Project-based Instruction: Opportunities and Constraints

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