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

that helped the students in working with smaller problems to put them in
the suitable mood for it.
The students were fully engaged in the environment of the VDS 3.
Many tools were used to help the students getting fully engaged in the
environment. High retention methods such as simulated experience
were used in the form of games, role playing, and use of media to
demonstrate record drama. Such tools kept the student involved and
they were engaging in the environment.
The digital learning material helped the students to tightly link to the
curriculum and all the supportive material for student were available for
them on the specially designed webpage that is also linked to the all-
facilitated environment.
The assessment part of VDS 3 consists of formative as well as
summative assignments. According to Mateo et al 314
“Quality of learning should be measured not only in terms of student-
learning achievements or success, but also related to the effectiveness
of the teaching action and to the satisfaction towards the assessment
process. For this reason, one of the most important concerns of online
education institutions is to develop a formative assessment system.
Assessment must help to identify and apply improvements in the
student-learning process, through a permanent feedback”.
In this VDS 3, assessments were of many kinds. Self-assessment was
used to make the students assess their own learning by providing a self-
assessment checklist at the back of each workbook. The students had
to mark their own progress and provide feedback about any learning
obstacles or difficulties. The second type of assessment was the peer
assessment with which the students were asked to provide feedback
about each other in the same group. Another form was the formative
assessment, when the final product was assessed and the groups were
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