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

formulating a framework or a model. The evaluative research approach
evaluates the model using the appropriate evaluation tools. In stage
one of phase one; the descriptive approach used a secondary data
collection method and review of the existing literature. The researcher
investigated the needs of the UAE society. This investigation attempts
to determine the needs of the UAE in terms of the use and application of
technology in architecture design education. This investigation served
as the needs analysis of this research (needs analysis and document
reviews – see chapter 3). The second stage was the construction stage,
based on the needs analysis in stage one of this cycle (phase one), the
researcher developed an understanding of the needs of the fast-
developing UAE society. The researcher considered many factors such
as lack of skills and the dependency on an expatriate workforce. The
stage also determined the needs and the policies of the UAE
governments. The needs analysis of the UAE shows the need for
skilled national graduates. The needs analysis revealed the importance
of advancing the educational systems in order to achieve the required
skills among national graduates. In stage one; the literature review aims
to obtain a better understanding of the use of technology in design
education. The researcher identified the use of VDS as the most
advanced and effective form of using technology in architecture design
education. In stage two of phase one, the researcher formulates the
first framework of a virtual design studio (VDS 1). The framework
coordinates with the UAE society needs and helps in the integration of
technology alongside the complex skills needed for the development of
the society according to the requirements of the revised development
plans.
The third stage is an evaluation of the developed VDS; the researcher
conducted a preliminary study in the UAEU. The aim of this study was
to investigate the perspectives of UAEU students and lecturers toward
using technology and visualisation as instructional aides. The
researcher also introduced VDS 1 and conducted a short study to
251 Elliot, J. (1991). op.cit. p75.
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