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

for different activities in the university. The students also developed
skills for applying Facebook tools for other educational purposes such
as creating study groups. They also indicated their enthusiasm towards
the skills acquired during VDS 3. The students agreed that they started
applying the skills they acquired in VDS 3 such as working together
(team working) and they used it in other areas of study. The students
also agreed that the use of thinking skills they learnt in VDS 3 were
helping them when applied in other subject areas.
7.7.2 Interviews
The interviews conducted with the lecturers of the University of Sharjah
also revealed that the lecturers adopted skills they acquired while
observing VDS 3. The most important factor is the use of e-portfolio for
educational purposes. Facebook is becoming very popular among the
lecturers and the students and it is becoming a crucial element for
exchanging and storing educational materials.
Using of blogs has also attracted the staff and the students at the
University of Sharjah and it is becoming part of the assessment
procedure in some of the modules taught at the University.
7.7.3 Observations
Using Facebook as an observational tool, the researcher observed the
continuous use of Facebook as a communication tool. The students
make regular access to Facebook. Many events are published on
Facebook and many materials are witnessed to be shared using
Facebook tools. The students also continued updating their e-portfolio
and are regularly contacting the coordinators of the VDS 3 asking for
further workshops.
The researcher also observed the use of the creative tools they acquired
during VDS 3. The corridors at the University of Sharjah show the
students use and application of skills such as metaphoric thinking by
linking their ideas to a metaphorical icon or something from the nature
surrounding.
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