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<strong>for</strong> re<strong>for</strong>m<strong>in</strong>g school based curriculum. Bennett 245 adds that action<br />

research approach is effective <strong>for</strong> solv<strong>in</strong>g practical problems and<br />

collect<strong>in</strong>g scientific knowledge. This study plans to <strong>for</strong>mulate a<br />

<strong>framework</strong> <strong>for</strong> <strong>in</strong>tegrat<strong>in</strong>g VDS <strong>in</strong>to architecture <strong>design</strong> education;<br />

hence, it is essential to <strong>in</strong>vestigate <strong>the</strong> effectiveness <strong>of</strong> <strong>the</strong> developed<br />

<strong>framework</strong>. Accord<strong>in</strong>g to Bennett 246 , <strong>the</strong> researcher <strong>design</strong>s his study<br />

and conducts it to <strong>in</strong>vestigate <strong>the</strong> effectiveness <strong>of</strong> <strong>the</strong> subject under<br />

study. The researcher‟s aim is to improve <strong>the</strong> subject under study.<br />

Action research is cyclical <strong>in</strong> nature. The cyclical nature <strong>of</strong> <strong>the</strong> method<br />

allows researcher to experiment with <strong>the</strong> solutions and benefit from <strong>the</strong><br />

feedback <strong>of</strong> every cycle. This research went <strong>in</strong>to three cycles. Each<br />

cycle is referred to as a phase. Each phase subsequently consists <strong>of</strong><br />

three stages. The f<strong>in</strong>al stage <strong>of</strong> each cycle presents useful feedback<br />

that <strong>the</strong> researcher uses to experiment with and benefit from <strong>for</strong> <strong>the</strong> next<br />

cycle. This helps <strong>the</strong> researcher to make appropriate decisions on <strong>the</strong><br />

development <strong>of</strong> <strong>the</strong> next cycle. Action research can be conducted<br />

<strong>in</strong>dividually; it also can be a collaborative activity. The team approach is<br />

called collaborative <strong>in</strong>quiry. 247 In this study, a pluralistic action research<br />

<strong>framework</strong> was used <strong>in</strong> some stages <strong>of</strong> <strong>the</strong> research; specifically, <strong>in</strong> <strong>the</strong><br />

third stage on phase three <strong>of</strong> <strong>the</strong> action research cycle. The researcher<br />

had to collaborate with <strong>the</strong> adm<strong>in</strong>istrators and lecturers at University <strong>of</strong><br />

Sharjah to facilitate <strong>the</strong> smooth <strong>implementation</strong> <strong>of</strong> <strong>the</strong> f<strong>in</strong>al product and<br />

to enhance <strong>the</strong> experience <strong>of</strong> <strong>the</strong> students with variety <strong>of</strong> knowledgeable<br />

<strong>in</strong>structors which <strong>in</strong> turn ensured a variety <strong>of</strong> ideas. This is one <strong>of</strong> <strong>the</strong><br />

important aspects <strong>of</strong> this research.<br />

Action research has <strong>the</strong> potential to generate valid and constant<br />

improvements <strong>for</strong> academic <strong>in</strong>stitutions. It enables <strong>the</strong> educationalist to<br />

assess <strong>the</strong>ir teach<strong>in</strong>g practice and reflect on it; it also <strong>of</strong>fers <strong>the</strong>m <strong>the</strong><br />

chance to explore new ideas, test new methods and materials and to<br />

measure <strong>the</strong> effectiveness <strong>of</strong> new approaches. This <strong>in</strong> turn can help to<br />

245 Bennett, C. K..(1994) ‘Promot<strong>in</strong>g teacher reflection through action research: what do teachers th<strong>in</strong>k?’<br />

Journal <strong>of</strong> Staff Development, 15(1), p34-38.<br />

246 Ibid. p34-38.<br />

85

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