Jeong, J S; Ramírez-Gómez, Á and González-Gómez, D (2017) A web-based scaffolding-learning tool for design students' sustainable spatial planning. Architectural Engineering and Design Management, 13(4), pp. 262-277. ISSN 1745-2007
Abstract
Information, computer and Internet technologies are receiving increased attention in design education. The challenge of integrating these technologies into design education has brought about attention to scaffolding mechanisms. This research presents a web-based scaffolding-learning tool to support undergraduate design students' sustainable spatial planning. It fosters student interaction effects and measures learning outcomes in the context of a collaborative learning environment. The intention of this research was to explore how, and to what extent, students could benefit from new learning technologies. This research aimed to test the hypothesis that tool utilization would support students and allow them to develop greater understanding of spatial planning, which would be beneficial to overall designs. Seventy-six students (39 and 37, respectively) were measured based on the tool and a survey questionnaire in 2 design studios to reflect on how the tool influenced their design process and learning. Objective comparison was performed with 2 control groups (38 and 37, respectively) to establish the effectiveness of the tool. This related to how it fostered students' learning activities, enhancement of knowledge acquisition and the satisfaction of a mix of students with different needs. The findings of the research showed that over 85% of students positively highlighted the effectiveness of the tool, with its use contributing to the selection of the most suitable site for the building and also helping to promote communication with their lecturers in remote locations. Based on these results the scaffolding tool appears to have significant potential for introducing sustainable planning to design students.Information, computer and Internet technologies are receiving increased attention in design education. The challenge of integrating these technologies into design education has brought about attention to scaffolding mechanisms. This research presents a web-based scaffolding-learning tool to support undergraduate design students' sustainable spatial planning. It fosters student interaction effects and measures learning outcomes in the context of a collaborative learning environment. The intention of this research was to explore how, and to what extent, students could benefit from new learning technologies. This research aimed to test the hypothesis that tool utilization would support students and allow them to develop greater understanding of spatial planning, which would be beneficial to overall designs. Seventy-six students (39 and 37, respectively) were measured based on the tool and a survey questionnaire in 2 design studios to reflect on how the tool influenced their design process and learning. Objective comparison was performed with 2 control groups (38 and 37, respectively) to establish the effectiveness of the tool. This related to how it fostered students' learning activities, enhancement of knowledge acquisition and the satisfaction of a mix of students with different needs. The findings of the research showed that over 85% of students positively highlighted the effectiveness of the tool, with its use contributing to the selection of the most suitable site for the building and also helping to promote communication with their lecturers in remote locations. Based on these results the scaffolding tool appears to have significant potential for introducing sustainable planning to design students.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | web scaffolding-learning; collaborative learning context; spatial methodology; design education; sustainable site planning; learning; design; motivation; students; knowledge acquisition; education; scaffolding; sustainability; spatial discrimination; tools; studios |
| Index terms: | motivation, survey, scaffolding, satisfaction, spatial methodology, design process, spatial planning, sustainable site planning, learning outcome, interaction, internet, design education, spatial discrimination, knowledge acquisition, collaborative learning context, questionnaire, effectiveness, studio, design studio, collaborative learning, undergraduate |
| Subjects: | computing systems, design methods, learning methods, data collection methods, construction type, geographical analysis, curriculum development, project delivery, psychology, operations management, urban design, sustainable construction, design practice, spatial and geospatial analysis, performance management, behavioral psychology, student development, learning environments, professional education |
| Topics: | Education, Site Management, Digital Applications, Design Practice, Quality Management, Human Resources, Sustainability, Construction Technology, Research Practice, Project Management, Geographical Context |
| Descriptive scope: | 4 PCEA |
N.B. Descriptive scope is a count of how many of the five facets of empirical research are indicated by the words used in title, abstract and keywords. It is not intended as a judgement on the research; merely a count of the kind of word we would expect to indicate Phenomenon, Concepts, Theoretical framing, Empirical techniques, Analytical techniques. If all five are present, then a code of “5 PCTEA” will indicate this. If you feel the coding for this record is questionable, we welcome discussion around the terms we matched or the way we categorized them. The facet you would expect may not be coded, or a facet may be coded inappropriately. This can also bear on a larger question, of which facets should be treated as defining in construction management research. Please get in touch, and we will look at it. More details here