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

. Focus Group phase 3
After the completion of the VDS workshop the researcher conducted a
focus group survey with a number of 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 group was selected randomly by
emailing the student on facebook and ask them to meet with the
researcher in the university at 4 o‟clock one evening after they finished
their study commitments. Some of the student turned up. The
researcher was looking for at least 15 students only 10 turned up. The
researcher has previously prepared some questions but intended only to
direct the conversation rather than limiting the answers. The researcher
did the task of inquiry and facilitated the presence of the research
assistant who transcripted the whole conversation. The student were
asked about their feedback on the workshop which they have indicated
that it was the first time for them to encounter such a workshop carrying
all of these ideas and new methods of teaching and the introduction of
games and activities in the classroom. The student also indicated the
importance of introducing technologies such as facebook and indicated
that they start using it not only for this workshop but for their entire
university study for now as they believed in its potentiality in saving time
and communicating freely especially when issues such as gender is
concerned. The student also indicated that the workshop make them
realise their hidden potentials that they never knew of its existence.
Some of the student pointed out the importance of working in groups as
many ideas was generated, other asserted that they resented splitting
up and joining other groups at the beginning but soon later they realised
the importance of mixing with people from different backgrounds. The
student also recommended 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 to the use of icebreaker
activities and thought it was a good activity in preparing them for the
workshop. They also were appreciative to the use of activities such as
the role playing saying that it made them learn by playing and by doing.
The students up to this point were not opening 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 the student to
speak and express their feelings freely after few trials the student
opened up. The student then said that because the whole idea was new
for them and the title re-design sharjah freaked them out as of the time
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