Architecture students’ conceptions, experiences, perceptions, and feelings of learning technology use: Phenomenography as an assessment tool

Ebenezer, Jazlin; Sitthiworachart, Jirarat; Kew, Si Na

doi:10.1007/s10639-021-10654-5

Cited by 6 publications

(3 citation statements)

References 51 publications

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“…The majority of researchers who work in the learning sciences, educational psychology, and instructional systems technology are familiar with situative theories, and many of these researchers now embrace situative theories and/or related sociocultural theories as a primary orientation in their research (Hickey and Andrews, 2018). In addition to these researches, a significant number of other studies (Barnard et al, 2019;Peters et al, 2021;Ebenezer et al, 2022) dealing with online education and digital settings have been linked to sociocultural theories of learning. Social exchange theory has been used in studies (Gündüz and Akşit, 2018;Chia-An Tsai and Kang, 2019;Shehab et al, 2019) to figure out how people who share knowledge and people who are looking for knowledge act.…”

Section: Discussionmentioning

confidence: 99%

Knowledge in digital environments: A systematic review of literature

et al. 2022

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There are several meanings of the term “knowledge” that match to the diverse study areas. A knowledge creation, sharing, dissemination, and presentation environment is required. Digital platforms and technology lead to the development of innovative methods of teaching and learning in a digital environment. It is of intellectual and academic interest to determine if knowledge processes change in digital contexts, which provide more options than conventional environments such as books and newspapers. The study is built on an exhaustive examination of prior studies on knowledge in digital contexts. The databases ERIC and Scopus served as the search grounds for the keyword-based inquiry. The collected documents were evaluated to determine whether or not they contributed to the investigation's objective. The cornerstone of our inquiry was a careful review of the remaining 14 studies. For quantitative investigations, the experimental design was the most desired approach, but the case study method was the most preferred method for qualitative research. The objectives of the research employ the terms “knowledge” and “digital environments” either directly or implicitly. Studies were designated as “creating” “creating with cooperation” “acquiring” “presenting” and “sharing” In the research, data was coded in accordance with the responsibilities assigned in digital worlds. In the study, 10 distinct theories and models were referenced. These models and hypotheses are categorized based such as creating, acquiring, designing, and using their interaction with data. In the investigations, the existence of traditional knowledge creation and application has been investigated. In addition, the process's distinction owing to the capabilities of digital environments has been investigated.

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Section: Discussionmentioning

confidence: 99%

Knowledge in digital environments: A systematic review of literature

et al. 2022

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“…La incorporación del aprendizaje basado en el juego en la enseñanza de la Arquitectura se ha explorado por numerosos autores (Davydova, 2018;Ebenezer, Sitthiworachart y Na, 2022;Elsamahy, 2017;Goli y otros, 2022;Javid, 2014). Destacamos en este sentido, la compilación llevada a cabo por Brković Dodig y Groat (2020), donde se recogen diversas experiencias en las que el juego se implementa en la docencia de la Arquitectura y el Urbanismo.…”

Section: Antecedentesunclassified

Observación y crítica: sobre un punto de partida en el aprendizaje de Proyectos

Sánchez¹,

Río²,

Gilabert³

2022

X Jornadas Sobre Innovación Docente en Arquitectura (JIDA'22), Escuela Técnica Superior De Arquitectura De Reus, 17 Y 18 De Nov

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This text focuses on the starting point of learning in Architectural Design, that which corresponds to the first weeks of the students' training in the Degree. Its goal is to offer, through the presentation of a specific teaching methodology, a reflection on the relevance of starting the teaching of Architectural Design by introducing students to the social commitment that is inherent in the architectural practice. To this end, a concatenated experience developed in two workshops that were part of Course Arq(Cero) of the Degree in Architectural Foundations at the University of Seville in September of the 21/22 academic year is presented. The workshops were specifically focused on awakening in the students a critical attitude towards the assumed spatial models in housing and the city. Este texto se centra en el punto de arranque del aprendizaje en Proyectos Arquitectónicos, aquel que se corresponde con las primeras semanas de formación de los estudiantes en el Grado. Su objetivo es ofrecer, a través de la presentación de una metodología de enseñanza específica, una reflexión sobre la pertinencia de comenzar la enseñanza de Proyectos Arquitectónicos introduciendo a los estudiantes el compromiso social que es inherente en el ejercicio arquitectónico. Para ello, se expone una experiencia concatenada desarrollada en dos talleres que formaron parte del Curso Arq(Cero) del Grado en Fundamentos de Arquitectura de la Universidad de Sevilla en septiembre del curso 21/22. Los talleres se centraron de manera específica en despertar en los estudiantes una actitud crítica frente a los modelos espaciales asumidos en la vivienda y la ciudad.

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“…Educational institutions and organisations, which determine the standards and qualifications to be achieved in education, determine a serious policy to ensure the integration of information technologies into the education process and carry out comprehensive projects in this direction (Andolo-Kathungu, Meresia, & Christine, 2022). In addition, it is thought that the current education programmes are insufficient to meet the various expectations of today's youth, which is called the Z generation (Ebenezer, Sitthiworachart, & Na, 2022). For these reasons, it has become necessary to change the curriculum/environment in order to use innovative technologies.…”

Section: Introductionmentioning

confidence: 99%

Formation of the human potential of students through educational technologies

Shaimerdenova

Shalgynbayeva

Karas

et al. 2022

WJET

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It is seen that the study is designed with the aim of creating the human potential of students through educational technologies. The research was carried out with the participation of 128 primary school students continuing their education in primary schools in the Kazakhstan region and the study was carried out in the fall term of 2022–2023 in the quantitative research model. A 3-week training was given to the participants included in the study. The subjects of educational technologies and human potential were conveyed on the participant groups in the research and participation was expected. The data collection tool used in the research was delivered to the participant groups by online method and collected. The analysis of the data was made by using the Statistical Package for the Social Sciences programme, frequency analysis, t-test and the results were added to the research in the presence of tables. In the case of the results obtained from the research, it is seen that the use of educational technologies benefits the participant groups in the research and that human potential is formed, thanks to this activity. Keywords: Educational technologies, human potential, primary school students, distance education;

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Architecture students’ conceptions, experiences, perceptions, and feelings of learning technology use: Phenomenography as an assessment tool

Cited by 6 publications

References 51 publications

Knowledge in digital environments: A systematic review of literature

Knowledge in digital environments: A systematic review of literature

Observación y crítica: sobre un punto de partida en el aprendizaje de Proyectos

Formation of the human potential of students through educational technologies

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