framework for the implementation of a virtual design studio model in ...
framework for the implementation of a virtual design studio model in ... framework for the implementation of a virtual design studio model in ...
same level, used in the VDS 3. The figure also shows that the students were motivated as observed in the study. The rest of the elements were minimal with no obvious observation of them in the environment of the study. 7.4.3 Collaboration The following graph shows the observational study results of the utilisation of collaboration and its main themes among the students in the VDS 3 environment. Figure 7.4: Collaboration Dimensions and Level of Use in the VDS 3 Figure 7.4 illustrates the utilisation of collaboration dimension in the VDS 3 environment and the students‟ perception of it. The figure shows its high percentage, along with communication and level of involvement, while goal and mission, relationship, and authority scored approximately the same while responsibility scored the least, indicating that it was the least to be used and utilised. The observational study also experienced the emergence of new themes related to collaboration plus the ones mentioned above. Table 7.7 illustrates these themes. 161
Collaboration Anonymous 7.4.4 Focus Group 162 Critique Table 7.7: Findings Related to Collaboration After the completion of the VDS 3 workshop the researcher conducted a focus group survey with 10 of the students who attended the workshop to get an in-depth insight of their view of the workshop and its importance in introducing new ways of thinking and new ways of learning using technology. The focus group concentrated on asking the students about their feedback on VDS 3 and to measure their contribution and the way the perceived and interacted with it. Figure 7.5 shows the student interaction with the main themes of the VDS 3. The figure shows the students‟ use of collaborative and technological tools to full potential but there was a limitation in the use of the creative tools in comparison. Figure 7.5 shows the use of the collaboration tools in detail and compares the most used tools. Figure 7.5: Use of Collaboration According to the Student
- Page 111 and 112: Through the use of “free time”
- Page 113 and 114: students were encouraged to ask que
- Page 115 and 116: concerned. The students also indica
- Page 117 and 118: ideas and collaborate. Video record
- Page 119 and 120: Peer Assessment: Students will be s
- Page 121 and 122: also covered the data collection in
- Page 123 and 124: to another cycle of observation, ac
- Page 125 and 126: 6.3 Phase One The needs analysis in
- Page 127 and 128: Figure 6.2: VDS 1 basic elements Th
- Page 129 and 130: Figure 6.3: Database Form for Ident
- Page 131 and 132: in universities in China and the Fa
- Page 133 and 134: conducted to get in-depth understan
- Page 135 and 136: which supported the curriculum of t
- Page 137 and 138: student engage with their learning
- Page 139 and 140: skills to tackle similar problems t
- Page 141 and 142: � Team-Working Another important
- Page 143 and 144: Facebook was utilised in this proje
- Page 145 and 146: supportive educational tool Second
- Page 147 and 148: female are not supposed to be mixin
- Page 149 and 150: Formative evaluations improve and d
- Page 151 and 152: the diary of events, and the timeta
- Page 153 and 154: Dimension Application Creativity- p
- Page 155 and 156: Dimension Aim Implementation Techni
- Page 157 and 158: that helped the students in working
- Page 159 and 160: Creativity Critique Collaboration C
- Page 161: available. Figure 7.3 illustrates s
- Page 165 and 166: synchronous tools scored highly com
- Page 167 and 168: extended use of Facebook accounts t
- Page 169 and 170: Figure 7.9: Student Performance Fig
- Page 171 and 172: 7.8 Conclusion This chapter discuss
- Page 173 and 174: The figure above shows the main the
- Page 175 and 176: Networking also helped the students
- Page 177 and 178: the discipline of being part of the
- Page 179 and 180: just an hour beforehand with the fo
- Page 181 and 182: positively adapted the new culture
- Page 183 and 184: 8.3.14 Creativity As shown in Figur
- Page 185 and 186: Chapter 9: Recommendations 9.1 Intr
- Page 187 and 188: The summary of the findings of the
- Page 189 and 190: 9.3.3 Networking Facilities The ope
- Page 191 and 192: Figure 9.2 VCCS Framework The resea
- Page 193 and 194: Figure 9.4: Hofstede classification
- Page 195 and 196: support by providing financial supp
- Page 197 and 198: positive attitude toward technology
- Page 199 and 200: To better accommodate the above rec
- Page 201 and 202: them. The e-learning diary will als
- Page 203 and 204: Conclusion Future Architects This w
- Page 205 and 206: Appendices
- Page 207 and 208: Appendix A a. The University of Sha
- Page 209 and 210: Q4. We were hoping that this is goi
- Page 211 and 212: Also, being strict with time, outre
same level, used <strong>in</strong> <strong>the</strong> VDS 3. The figure also shows that <strong>the</strong> students<br />
were motivated as observed <strong>in</strong> <strong>the</strong> study. The rest <strong>of</strong> <strong>the</strong> elements were<br />
m<strong>in</strong>imal with no obvious observation <strong>of</strong> <strong>the</strong>m <strong>in</strong> <strong>the</strong> environment <strong>of</strong> <strong>the</strong><br />
study.<br />
7.4.3 Collaboration<br />
The follow<strong>in</strong>g graph shows <strong>the</strong> observational study results <strong>of</strong> <strong>the</strong><br />
utilisation <strong>of</strong> collaboration and its ma<strong>in</strong> <strong>the</strong>mes among <strong>the</strong> students <strong>in</strong><br />
<strong>the</strong> VDS 3 environment.<br />
Figure 7.4: Collaboration Dimensions and Level <strong>of</strong> Use <strong>in</strong> <strong>the</strong> VDS 3<br />
Figure 7.4 illustrates <strong>the</strong> utilisation <strong>of</strong> collaboration dimension <strong>in</strong> <strong>the</strong> VDS<br />
3 environment and <strong>the</strong> students‟ perception <strong>of</strong> it. The figure shows its<br />
high percentage, along with communication and level <strong>of</strong> <strong>in</strong>volvement,<br />
while goal and mission, relationship, and authority scored approximately<br />
<strong>the</strong> same while responsibility scored <strong>the</strong> least, <strong>in</strong>dicat<strong>in</strong>g that it was <strong>the</strong><br />
least to be used and utilised. The observational study also experienced<br />
<strong>the</strong> emergence <strong>of</strong> new <strong>the</strong>mes related to collaboration plus <strong>the</strong> ones<br />
mentioned above. Table 7.7 illustrates <strong>the</strong>se <strong>the</strong>mes.<br />
161
Change language