framework for the implementation of a virtual design studio model in ...

concerned. The students also indicated that the workshop made them
realise their hidden potentials that they were not aware of before its
existence. Some of the students pointed out the importance of working
in groups as many ideas are generated; others asserted that they
resented splitting up and joining other groups at the beginning but
before long had realised the importance of mixing with people from
different backgrounds. The students reaffirmed that the use of
Facebook in terms of easing the communication with the other gender
especially in anonymous basis as when they met face to face it was
easier to communicate after they have been talking online. The students
were grateful for the use of “icebreaker” activities and thought it was a
good activity in preparing them for the workshop. They also were
appreciative in the use of activities such as role playing, indicating that it
made them learn by playing and by doing.
Up to this point the students were not opening up fully, and were not
talking about the things that they did not like in the workshop or their
feedback for improvements. The researcher tried to encourage them to
speak and express their feelings freely. After few trial runs, the students
opened up. They stated that because the whole idea was new for them,
and the title “Re-design Sharjah” disturbed as the time allocated for this
workshop would not be enough to do the tasks required. The main
purpose for the use of the title was to make the students think freely and
creatively; they were made aware of this fact through the workshop.
They also complained about the ambiguity of the workshop and said that
they were confused, as they did not know what was to happen next.
Although the students were assured many times of what was
happening, because the whole idea and method was something they
were not used to, they felt the ambiguity. More about the student
perceptions of the workshop will be detailed later in the analysis chapter
alongside the explanation of their stance toward the workshop.
The students also complained about the lack of time and support of
tutors to do the workbook activities in class (which is not meant to be)
and that was the main reason that they did not do it, reflecting the nature
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