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

Abstract

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.

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

“…Consequently, it is necessary that lecturers should be trained not only to use e-learning applications to teach theoretical courses, but also to integrate them into their teaching practices in traditional design studio environments. Although the findings of some previous research studies have identified positive attitudes among members of university teaching staffs concerning the use of e-learning systems [36,39], some lecturers expressed concern about the ability of e-learning systems to meet the specific requirements of studio-based disciplines [40]. The findings that emerged from the data that the interviews and the document analysis generated revealed that while some of the interviewees were not in favour of teaching design and studio-based courses using the e-learning applications that were in use at CPUT at the time of the conducting of the study, others believed that it could be beneficial to use them to teach theoretical courses.…”

“…These factors have also been identified in previous studies by researchers, such as [34], who emphasises the necessity of providing robust infrastructure and advanced technical support to both members of faculty and students. Accordingly, it is imperative to design and develop innovative technology to permit synchronous communication and visualisation, specifically for studio-based teaching and learning environments [35][36][37].…”

“…The findings of previous research studies that were consulted in the literature review also identified some technical limitations of virtual design studios in respects, such as the cooperative manipulation of virtual objects [36,43]. Problems have also been encountered in integrating ar- chitectural software, such as 3D modelling, virtual environment, and simulation software, into online learning systems.…”

Impact of Full-Scale Models on Students’ Creativity in Basic Design Course

“…Through previous studies, it was noted that it is very important to plan for the first design decisions in which new architectural students made their first experiences (Ozorhon' et al, 2016). Not to mention that the study by Sidawi (2013), which was conducted in the period from 2010-2013 to students of the CAP, had indicated that the design studio environment is slowly improving, while it must be radically strengthened to help students produce creative projects. This prompted researchers to develop the teaching approach to Basic Design courses 1 and 2, and that is over more than a year to reach the best practices that support the design process and creativity for new students.…”