Technology-based learning environments
M. Hosseini; S.B. Hosseini; F. Mozaffar
Abstract
Background and Objectives: Reflective learning has been studied in various studies. Reflecting while learning architecture alongside practice helps the student to evaluate and refine the design idea, and this round-trip process is mostly repeated. The application of reflective learning in the field of ...
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Background and Objectives: Reflective learning has been studied in various studies. Reflecting while learning architecture alongside practice helps the student to evaluate and refine the design idea, and this round-trip process is mostly repeated. The application of reflective learning in the field of architecture while practicing needs to be examined to understand to which extent teachers are committed to this teaching method in studios. The investigation and recognition of assessment features along with reflection in architectural studios was the subject of this research.Methods: In order to know the status of assessment in architecture schools, the behavior of teachers in this field and their preferences during assessment were studied through a semi-open questionnaire and the importance of reflective assessment indicators including rational assessment with micro-score was examined. In this study, the presence of students and round trip evaluation based on the design process were also asked from a sample of fifteen participants from the teaching community. For each question, Likert scale answers from 1 (very low) to 5 (very high) were collected and analyzed. Then, their preferences about choosing between twenty-three indicators in assessing each work were examined.Findings: The study of reflective assessment indicators in the sample population of this study showed that 66% of teachers were committed to reflective assessment in practice and the others did not use it. The results showed that reflective assessment in architecture was equally applicable in all types of universities in the country. The study of the effect of gender factor revealed that females’ assessment was more committed to reflective assessment criteria than that of men. Examination of the age factor in refereeing demonstrated that older referees distanced themselves from microscopic and reciprocal refereeing and showed more tendency to single-stage and intuitive refereeing. The use of reflective assessment showed that for jurors who adhered to the reflective assessment, "efficiency and performance of the plan" were more important than anything else, and “innovation” was placed next, while other jurors called it "innovation". "Design aesthetics", "graphic presentation" and "form quality and composition in architectural design" were more important.Conclusion: Assessment with reflection has been introduced as a new method in current research. By presenting a logical, step-by-step, interactive and back-and-forth form of teaching, this method has changed the assessing process from the end of the semester to the entire semester and made it as a tool for learning. The effect of this method, whose indicators were approved by the experts in this research, showed that changing the teaching method can improve learning the basic concepts among architecture students. The efficiency of this method is when the teachers change the current education process in a purposeful way which prioritizes the efficiency and performance of students' plans. This assessment method has changed from intuitive, single-step, product-oriented and independent of interaction with students towards the indicators presented in this research. The findings of the research show that this goal has been achieved in more than half of the architecture studios, but considering its positive results in improving students' learning and there is a need for more detailed planning and coherent management for this purpose.
Architecture
S. Azemati; F. Mozaffar; B. Saleh Sedgh Pour; S.B. Hosseini
Abstract
Background and Objectives:Today, the issue of teaching and learning patterns and group activities is one of the issues of interest in areas related to education in universities. How to achieve teaching-learning patterns has gained a special place among experts. In recent years, due to the increasing ...
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Background and Objectives:Today, the issue of teaching and learning patterns and group activities is one of the issues of interest in areas related to education in universities. How to achieve teaching-learning patterns has gained a special place among experts. In recent years, due to the increasing growth and scope of changes in educational methods, adapting the learning environment to all aspects of learner needs, has been the focus of education professionals. Because the physical environment, due to its structure, can strengthen or weaken the interactions and subsequent learning process, it is believed that new approaches are required for movement, teamwork and student dynamism. Therefore, defining the needs and how to organize the context in which such learning can emerge is of particular importance. Considering the effect that academic spaces can have on the audience and users of these spaces, the present study aims to provide guidelines for designing open university spaces based on increasing the vitality and social interactions among users and improving the level of education among them. The present research tries to identify the factors affecting the promotion of vitality and social interactions from the users' perspective, drawing the correlation between these factors in an analytical model. In the current study, both quantitative and qualitative research methods have been used. Method and Materials: After formulating the contents of the content table and the questionnaire, the sample size based on Klein's views reached 341 according to the number of questionnaires. Therefore, students from architecture, landscape architecture, urban planning and civil engineering at Iranian universities were randomly selected by cluster sampling. The data were analyzed by SPSS version 22 using R factor analysis. The model was developed by Amos. Findings: The results of this research indicated that social, physical, designing and psychological dimensions of the environment are influential. Conclusion: According to the results of previous studies and the present study, the existence of social, physical, design and environmental traits in the collective spaces of the university, can facilitate the necessary conditions to increase vitality, sociability and group activities. In this way, the existence of a spatial trait in open university public spaces, by increasing the possibility of vitality, facilitates the process of creativity and innovation for researchers and leads to socialization. Also, increasing the desire to do group and group activities and the possibility of solving problems in groups leads to improving the level of education among users. A review of this research reveals the fact that human behavior, collisions, and the use of space can be influenced by space and spatial communication, and ultimately lead to social vitality in collective centers.
