Technology adoption in architectural design studios for educational activities

Hassanpour, Badiossadat; Şahin, Nil Paşaoğluları

doi:10.1080/1475939x.2021.1897037

Cited by 10 publications

(8 citation statements)

References 15 publications

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“…Historically, technology was viewed as the way of the future, and educational technologies lacked a global perspective. However, in light of the current COVID - 19 pandemic, technology has established itself as a functional requirement for educators (Hassanpour and Şahin, 2021). Therefore, regardless of generational differences and adoption challenges, e-reading adoption intentions are still hard for digital immigrants in the developing country contexts.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Digital immigrants’ attitudes toward e-reading in Iraq and Pakistan

Soroya

Al-Obaydi

Rehman

2023

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Purpose In the digital transformation race, the older generation, called digital immigrants (generation X), encounter various obstacles. This study aims to investigate the e-reading adoption and cross-cultural differences among generation X. Design/methodology/approach This study collected survey-based data from generation X e-readers in Iraq and Pakistan (Pakistan, N = 235; Iraq, N = 251). Structural equation modeling and multigroup analysis (MGA) were used to arrive at a statistical decision regarding the hypotheses and the study’s primary objectives. Findings Three hypotheses (H2, H3 and H8) were supported by both data sets. However, there is positive variance based on MGA for two hypotheses (H1 and H3) where the Pakistani sample’s path coefficients are greater than the Iraqi sample’s path coefficients. In contrast, there is negative variance based on MGA for two hypotheses (H7 and H9) where the Iraqi sample’s path coefficients are greater than the Pakistani sample’s path coefficients. Finally, these distinctions are examined, along with a few potential research topics Originality/value Although there is a plethora of literature on digital immigrants and technology adoption in general, and specifically on e-reading uptake. Research on e-reading adoption in a global learning context is still lacking. Therefore, this study examines the e-reading behavior of digital immigrants from two developing countries (Iraq and Pakistan) and identifies significant cross-cultural differences in e-reading adoption.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Digital immigrants’ attitudes toward e-reading in Iraq and Pakistan

Soroya

Al-Obaydi

Rehman

2023

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“…In particular, improvements in information communication technologies have enabled virtual connections, enhanced collaboration and allowed straightforward interaction between universities, facilitating knowledge exchange at international level (Marti et al, 2017;Yu et al, 2022;Riplay, 2015;Masd eu and Fuses, 2017). On the other hand, a tendency of "de-humanization" of the educational process has occurred, with digitalization and up-to date technologies taking the key role in the discussions on how to "modernize" teaching methods in architecture, incommoding development of soft-skills, personal relationships, co-operation and collaboration (Iranmanesh and Onur, 2021;Masd eu and Fuses, 2017;Bakir et al, 2021Hassanpour and Pas ¸ao gluları, 2021;Kvan, 2000).…”

Section: Introductionmentioning

confidence: 99%

“…, 2022; Riplay, 2015; Masdéu and Fuses, 2017). On the other hand, a tendency of “de-humanization” of the educational process has occurred, with digitalization and up-to date technologies taking the key role in the discussions on how to “modernize” teaching methods in architecture, incommoding development of soft-skills, personal relationships, co-operation and collaboration (Iranmanesh and Onur, 2021; Masdéu and Fuses, 2017; Bakir et al ., 2021, 2022; Hassanpour and Paşaoğluları, 2021; Kvan, 2000).…”

Section: Introductionmentioning

confidence: 99%

An experiment of collaborative, international, multi-disciplinary design studio – Erasmus+ CBHE TACEESM project Summer School

Zejnilović

Husukić

Pignatti

et al. 2023

ARCH

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PurposeThe purpose of this paper is to test an architectural studio pedagogy that originates from an experiment of a Summer School collaborative design studio, with participation of students, academicians and practicing architects, from seven Universities and five European countries.Design/methodology/approachThis pedagogical method follows recommended education for sustainable development (ESD) model, by linking formal and informal learning, and targeting development of the key competences needed for promoting sustainable progress: participation and collaboration, along with inter- and trans-disciplinarity. Combining active participant observation method with descriptive survey research, the paper evaluates the perspective of a small sample size of 27 participating students, who worked with 15 professors alternately, during a two-week design studio course.FindingsThe results indicate that such a form of non-formal education has positive impact on acquisition of targeted competences, confirming the strategic role that non-formal education has in reaching quality education learning outcomes, and advocating for the adjustments of existing curricula towards a more collaborative educational approach in architectural design.Research limitations/implicationsThe modest sample size presents a limitation in reference to generalization of results, neverthless its data are valuable, particularly within the context of maximizing the development of sustainable development goals (SDGs).Originality/valueThis endeavour was a part of an on-going Erasmus + CBHE (Capacity Building in Higher Education) project entitled transforming architectural and civil engineering education towards a sustainable model (TACEESM). Organized non-formal educational model is seen as a testing laboratory that blends a conventional methodology of a design studio with a highly collaborative, international and multi-disciplinary approach.

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“…As a tool, technology has been described as very useful for the creative mind since it can be used in Technology impact on studio culture change 393 various ways, such as for information processing, communication, or visualization during the creative process of design. Technology has become a familiar medium within the design decision-making process (Sarıyıldız and Van der Veer, 1998;Hassanpour and Pasaoglulari, 2021). Before the COVID-19 pandemic, the role and contribution of digital technologies in architectural education were already expanding; however, the unexpected, swift, and total move to online platforms instigated a wide spectrum of agile trials, especially for first-year students.…”

Section: Introductionmentioning

confidence: 99%

“…As a tool, technology has been described as very useful for the creative mind since it can be used in various ways, such as for information processing, communication, or visualization during the creative process of design. Technology has become a familiar medium within the design decision-making process (Sarıyıldız and Van der Veer, 1998; Hassanpour and Pasaoglulari, 2021).…”

Section: Introductionmentioning

confidence: 99%

Transformational contribution of technology to studio culture: experience of an online first-year architecture design studio during the COVID-19 pandemic

Hassanpour

2022

ARCH

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PurposeDesign studios experienced an unprecedented contribution of technology when it came to organizing studios online, as imposed by COVID-19, which requires exploration of its impacts on the main metaphors of education, learning dimensions, and undoubtedly studio culture.Design/methodology/approachIn order to explore the impacts on the key dimensions of learning, a careful investigation was carried out from organizational, instructional, and learner points of view. The investigation utilized thematic analysis of records of pedagogical actions, as well as online communications, performance, and questionnaire responses of students to infer the conclusions. The freshmen architecture students were found to be an important group for study since they had no previous experiences in on-site design studios and will continue their education based on their first-year experiences.FindingsExploration of indicators—including reflective dialogue, retention, transfer of learned information to decisions, processing feedback as an investment in future performance, and self-regulation—as major contributors to design learning revealed that first-year students exhibited strong presence and interaction during online studio, and students' individuality influenced the teaching environment in terms of content and process. Hence, sense of belonging, which is a revamped feature of authentic context and studio culture, expands toward fortification of bottom-up educational frontiers.Originality/valueDeveloping pedagogies with no concern for the unprecedented impacts of the transformative role of technology on fundamental layers of design education will adversely influence students' chances of personal and professional success. The findings in this paper, regarding the transformational impacts of technology on design studio culture, follow investigation of the direction it has led current and can lead future design education. The study provides unique support for crystalizing new teaching and learning opportunities and pedagogical developments.

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Technology adoption in architectural design studios for educational activities

Cited by 10 publications

References 15 publications

Digital immigrants’ attitudes toward e-reading in Iraq and Pakistan

Digital immigrants’ attitudes toward e-reading in Iraq and Pakistan

An experiment of collaborative, international, multi-disciplinary design studio – Erasmus+ CBHE TACEESM project Summer School

Transformational contribution of technology to studio culture: experience of an online first-year architecture design studio during the COVID-19 pandemic

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