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

especially 3-D like videos or slides [...]. I prefer video better than slides as slides are
lifeless and still using two dimensional illustrations".
Students' attitudes towards learning were considerably influenced by the need to
visualise three dimensional illustrations (3-D illustration) such as designing in 3D on the
assembling of building components, axonometric drawings, exploded forms and videos
on the problems and difficulties faced during the process of designing. In fact,
perception towards three dimensional drawings were highly favoured by them and
perceived as one of the best methods to better understand applications in design. The
majority of the students interviewed pointed out that they would understand the
subject much better with appropriate visual aids. Many of them were not satisfied with
the present teaching methods.
Students’ Learning Methods
It was apparent that the main method of learning adopted by students was rote
learning. However, it was found that students also used repetitive sketching, especially
on detailing of various construction techniques so as to help them to pass in
examinations. This method of learning could partly be due to the assessment procedure
used by the university to evaluate students’ progress where 60 to 70 percent of the
assessment was based on their examination results (AUS, 2005 ; UAEU, 2005). The
serious consequence of this method of evaluation is that it results in surface learning.
The subject matter would most probably not be understood in depth (Nicol and Pilling,
2000). Students need to learn design in construction related subjects through
understanding not memorising. The need for deep subject understanding is the main
objective of the present research.
Attitudes and motivation
Despite heated discussions on students' learning problems; there was hardly any
mention of their antipathy towards design. All students agreed that they are motivated
to learn the subject but are faced with problems in understanding it, probably in relation
to the design process. The most significant issue related to this problem is the
underlying learning motivation towards this subject. Students are motivated to learn to
achieve goals that they consider relevant to their needs. This to some extent is explained
by Maslow's Hierarchy of Needs where a learning goal is an instructional purpose, aim or
objective that is set before students as a means of encouraging learning (Maslow, 1987)
.These learning goals by themselves serve to motivate students to achieve a certain level
of competency in a particular area. Such goals can be a short term (when lecturers ask
students to complete a short assignment or just to pass the examination) or long term
(as when we ask them to study a principle in order to understand its usage in design that
may be used repeatedly over a long period of time). The effective lecturer will be able to
set meaningful and relevant goals that encourage learning.
Discussions of students around this issue indicated that long term goals would provide
for the most effective motivation to learn design. Three other factors that would affect
motivation were highlighted during the discussions in almost all groups, namely:
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