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

Participants expressed their opinion that a collaborative culture was
created and encouraged by the VDS ethos, through its practice and
procedures. Some of the activities in the project contained a collective
nature to encourage the student to work together and share information.
As discussed in the previous chapter the VDS was equipped with
technological tools as well as pedagogical tools to reach its goals. The
factors that influenced the student collaboration are discussed below in
more detail:
8.3.1 Anonymous
As the students‟ cultural background played an important part in
preventing male and female students from interacting directly inside the
classroom, the anonymous factor played an important role as the
students were asked as part of this project to create a Facebook
account specifically for the purpose of this workshop. The students
were asked to use their ID numbers at the start. From observation,
students were found to be interacting freely in the virtual time. Not
knowing the gender of the other party helped melt the ice as far as
gender issue was concerned. At a later stage the students were
encouraged to interact face to face as when in class they found out the
identity of the person they were working with. Accordingly, this factor
was believed to be one of the factors that fuelled and helped in
promoting collaboration.
8.3.2 Networking
The networking aspect of VDS 3 as shown in Figure 8.1 (see above) is a
shared factor between the main two themes collaboration and creativity.
Using VDS 3 the networking factor was strengthened as the students
made their first social networking opportunity with the creation of their
Facebook accounts. As the students progressed through the use of
Facebook according to the observation study they strengthened their
networking skills inside the VDS 3 workshop. Facebook played an
important part within the structure of the VDS 3 workshop to promote
collaboration among the students.
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