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

Moreover, neither were supplementary instructional materials provided,
nor the teachers trained to produce such materials. These materials
are, according to Akbar 113 , essential for the implantation of student-
centred teaching and inquiry approaches to scientific education. Put
another way, many teacher-training programmes in the Arab world
attempted, yet failed to achieve, effective learning programmes. Finally,
there have been a large number of attempts to implement successful
distance learning in a number of Arab states (e.g., Egypt). 114 However,
these attempts have suffered the same difficulties that have afflicted
traditional teacher-training and development approaches as above; that
is, they are trainer- rather than learner-orientated, focusing on the
dissemination of information and lacking follow-up and support
strategies. This resulted in deficiency in achieving the level of learning
hoped by the higher education managements that is desirable for the
future.
2.8 Technology Use in Education in Arab World
As technology is becoming widely available, its supporters anticipated
achieving better learning environments where technology could be
utilised. Yet, in the Arabic educational systems settings there are some
issues of concern that has arisen. Rubbo 115 identified two major
problems that are being faced by arсhitесtural education when
technology is used. These problems are the level of access to
technology and the quality of technology utilised within arсhitесtural
education. Reffat 116 adds that the proper infusion of technological tools
into architecture education is a third factor. According to UNESCO‟s
newsletter for international science 117 , many Arabic countries have
attempted to increase the utilisation of technology in architecture
education. Yet, the report argues that the rate of technology utilisation
113 Akbar, J. (1986). ‘Architectural education in the Kingdom of Saudi Arabia’. In Architectural Education in
the Islamic World. Ahmet Evin, ed. Singapore: Concept Media/Aga Khan Award for Architecture. p123-
130.
114 Bates, A. W. (2005). Technology, E-learning and Distance Education. New York: Routledge.
115 Rubbo A., (2008). ‘Towards A New Design Education Paradigm, Center for the Education of Women at
the University of Michigan’. Faculty of Architecture design and planning. p187-196.
116 Reffat R. (2008). op.cit. p901.
117 UNESCO (2003). op.cit. p4
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