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

Appendix C
l. Exploratory survey at the UAEU
There are two computer labs at the Male campus. The first lab is equipped with twelve
Pentium IV IBM Net Vista computers. The second lab is equipped with seven Pentium III
IBM 300GL computers and four Pentium IV IBM Net vista computers. The lab also has
three IBM 300PL Pentium II computers. The first lab is also equipped with one 9600
power Macintosh and one P IV Dell tower.
The second lab on the other hand is equipped with one PIII Compaq desk pro, and there
is also a lab-server with one high speed P III IBM Net Vista. There is also one lab in the
women’s campus that consists of twelve PIV IBM Net Vista and seventeen PIII IBM Net
Vista. The lab also contains nine PIII IBM PC300GL and one PIII Compaq Deskpro.
The women's lab also contains two HP laser printers, one canon printer, one HP scanner
scan jet, one HP plotter and one Infocus LCD projector. The males' lab is also equipped
with one HP Plotter Design Jet, HP laser printer and HP Scan Jet.
CAVE is abbreviation of Computer Animated Virtual Environment. The CAVE is
considered to be the most advanced and sophisticated technology in applying the virtual
reality techniques in architecture and design.
The investigation started with drawing a random sample of twelve students from the
class list of each of the five cohorts in the architecture school. An equal number of
students was selected from each of the male and female campuses. A preliminary
meeting was held with each of the male and female students separately. In this
meeting, the researcher informed the students of the purpose of her research and told
them that she needs to collect information about their perceptions of the teaching and
learning practices in the design courses. She, then, explained the procedure that will be
followed and the time they need to devote to this work. The researcher also assured
them that the collected information will be confidential and participation is voluntary.
Small pieces of paper were then distributed in which each student wrote his/her name
and indicated whether he/she was willing to participate. Only one male student from
the first year cohort and one female from the third year cohort indicated they were not
willing to participate. Both of them indicated that they could not devote the time
needed because of personal reasons. The two students were replaced with randomly
selected colleagues.
Prior to the focus group meetings, the researcher prepared an interview guide, the
questions of which flowed from the general to the specific. However, this guide was not
intended to be faithfully followed. The researcher decided to refrain from interfering if
the general question was sufficient to lead the students to cover all the aspects of the
information needed. The questions were meant to be used as triggers when needed,
and to turn the students back to the issues under consideration when the conversation
strays away from these issues. The researcher also decided from the outset that she will
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