e-learning
P. Hessari; F. Chegeni
Abstract
Background and Objectives: E-learning is the newest form of distance learning and is an approach to curriculum planning in which, in addition to using inclusive methods, computer tools and the Internet are used. Today, there is a growing attention paid to the e-learning approach to learning and teaching ...
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Background and Objectives: E-learning is the newest form of distance learning and is an approach to curriculum planning in which, in addition to using inclusive methods, computer tools and the Internet are used. Today, there is a growing attention paid to the e-learning approach to learning and teaching in order to meet the changes and challenges facing higher education. This is an approach that is specifically tailored to the new education and improves education in the higher education environment. Numerous components are effective in learning and teaching in the method of virtual education and also the effect of virtual teaching and learning in the courses having different content is different. These topics have inspired the researchers to study the nature of e-learning in various courses. This study seeks to identify the impact of virtual education in the field of architecture. Architecture education at different levels is an aspect of higher education that has a special method and process due to the role and position of professionals of this field in the country. The nature of this field is different from other fields due to being taken without practical and theoretical courses. Therefore, the purpose of this study is to explain the status of virtual education in the field of architecture and specifically in the practical and theoretical courses of this field which are derived from the practical and theoretical nature.Methods: This research is applied in terms of its purpose and descriptive in nature and of survey type. The data collection instruments in this study are both quantitative and qualitative. The statistical population of this research is 78 undergraduate students of architecture in the University of Torbat Heydarieh. Data collection tools in this study include qualitative and quantitative cases. The software named Statistica and a questionnaire were used to assess the impact of e-learning on practical and theoretical courses in architecture. The questionnaire used in the research was anchored on a five Likert scale. Cronbach's alpha coefficient was used to check the validity or reliability of the questionnaire. In order to analyze the data in this study, the collected information was inserted into SPSS software and then the data were analyzed at both descriptive and inferential levels.Findings: The findings of this study show that the six indicators of interactivity, interpretation, peer support, understanding all aspects of a subject, communication and teacher support are effective in virtual education in the field of architecture and its practical and theoretical courses.Conclusion: The present study focuses on the effect of virtual education on practical and theoretical courses in architecture at the university. The results obtained in this study can be useful for learning environments as well as other courses in general. This study reveals that virtual education has many effects on learning architecture and having more interaction in this field and in practical and theoretical courses, but the effectiveness of the components related to virtual education in both practical and theoretical courses are different from each other. Moreover, in the theoretical courses, the effectiveness of e-learning is far greater than in practical courses.
Learning Environment
M. Zandieh; P. Hessai; A. Zandieh
Abstract
Background and Objectives: With globalization and being in the direction of various intellectual currents, architectural design as an influential factor has changed in the process. The architecture of schools needs to be changed due to the changes in the educational system and the growing needs of students ...
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Background and Objectives: With globalization and being in the direction of various intellectual currents, architectural design as an influential factor has changed in the process. The architecture of schools needs to be changed due to the changes in the educational system and the growing needs of students due to communication and the unification of intellectual currents in the world. The pervasiveness of information and communication technology has affected the educational system and the educational environment must constantly adapt to the developments and changes of today's world. Only then can it train capable and competent individuals to meet the needs of the world ahead and the future. Educational policy is constantly being programmed in response to new research on how to prepare students for a rapidly changing world. Flexibility is recognized as a result of globalization in architecture. The need for change is important in school architecture due to the diversity of users and the variety of their needs and wants. Flexible spaces have more acceptance capabilities from the general public due to their type of use. In this study, the evolution of ideas among individuals in the discussion of globalization is determined to identify the need for changes in the education system, analyze how the education system changes and the need for flexible schools, express the flexible characteristics of schools and their capabilities, and practically change the country's schools by improving educational approaches and the design of school architecture. Methods: This research uses an analytical-applied method, assuming that flexibility can update educational approaches and, conversely, tries to find the relationship between architecture and educational approaches with flexibility. To do this, it uses library studies of books and articles. Findings: In this regard, the criterion of open plan system, flexible learning spaces, flexible furniture, adaptablity through moving walls, and flexible public spaces are practical solutions that can cause updates in educational approaches to school. Conclusion: Architecture as a guide in design can plan the design process from fertilization to birth. Therefore, the attitude towards architecture should be present at the same time going back and forth in whole and in part. School architecture is one of the effective educational parameters in modern education and just as thinkers in the study of educational issues always consider various factors such as family, teacher, educational management, etc. as effective factors in the process of learning; the architecture or physical space of the school also plays a role as a living and dynamic factor in the quality of students' educational activities. In a world of such rapid change and in a day when knowledge is a powerful tool for development and even social survival, flexibility is the common denominator between architecture and educational approaches. Architecture can use to flexibly improve the educational approaches needed in the new world. Flexibility as a solution is effective in education in two ways: updating the educational approach with the help of architecture, innovation in architectural design by new educational approaches. The learning environment influences students' creativity. The more creative the design, the more fertile the student's mind becomes, and the greater the need to raise educational levels, and this process is infinitely reproducible.
Architecture
P. Hessari; A. Mohtasham; A. Farzandost
Abstract
Background and Objective: Schools, as the first formal and targeted educational and training center with predetermined managerial and managerial methods, play an important role in identifying individual talents. Talents that, if properly identified, can be the right path to the goals of a person's ...
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Background and Objective: Schools, as the first formal and targeted educational and training center with predetermined managerial and managerial methods, play an important role in identifying individual talents. Talents that, if properly identified, can be the right path to the goals of a person's future by relying on intelligence. Providing the groundwork for talent recognition, followed by smart choices for the future, starts with an environment such as family and school; and schools must be able to pursue this issue properly. Educational methods based on educational technology and cognitive and metacognitive learning strategies are active educational methods that have an impact on academic achievement and self-efficacy. The philosophy of education in the past was limited to the transfer of an organized set of knowledge and the creation and promotion of a value system governing the behavior of the individual and society, which is important in the framework and efficient program of a discipline system with a specific structure and institutional chain. Educational concepts, methods, and steps were institutionalized, but today the philosophy of education has been developed more than ever before and new approaches have been used, in which the learner is given primary importance rather than the path he or she takes. This process is completely contrary to the teacher-centered method, because in the teacher-centered method, it is the teacher who determines the type of activity and how it is done without considering the various spectrums of intelligence and considers only the learning requirements, while the student-centered method is flexible. Trying to deal with each person in turn. The use of Gardner's theory of multiple intelligences emphasizes the concept that the mental, physical and psychological structure of individuals is different and the focus of education should be on the type of intelligence of individuals, so the need to design school architecture with such flexibility can be studied and analyzed. Methods: This study, using available data from domestic and foreign scientific and research resources and field studies, compares the position of the theory of multiple intelligences in the architecture of the schools of the West and Iran. Findings: The flexibility in the type of education according to the type of school design in Iran, which is linear, with closed classes and one form, is negligible, and compared to the design of schools in the West, the lack of features includes Gardner's multiple intelligences. This is while the design of schools in the West with open and dynamic classroom practices seeks to stimulate various types of intelligence. Conclusion: Relying on multiple intelligences is one of the themes that can be combined with the design of schools and relying on a pivotal student to flourish creativity in students, a way in which none of the two students are in the same conditions, and they are who determine their learning by their activities. In fact, in this type of school design, the teacher becomes a pivotal student
