- Non-linear thinking (1)
- Architectural studio model (1)
- Collaborative learning (1)
- Studio-based education (1)
- Boyer commission (1998). (1)
Articles 1 - 3 of 3
Full-Text Articles in Education
A Case Study Of Student Engagement In Collaborative Group Learning In A Blended Community Based (Service) Learning Module, John G. Mcgarrigle
Abstract: A participatory action research case study employed mixed methods to examine student collaboration and engagement in a Community Based (Service) learning module. A quasi experimental testing of Coates (2007) typology of student engagement found low agreement between students and lecturers in assigning the terms, passive, intense, independent or collaborative to student postings to discussion fora. Evidence from this case study found greater student collaboration in discussion fora when linked to practical course activity. Qualitative analysis of discussion threads using conversation analysis provided evidence for collaboration in deeper knowledge construction when supported by lecturers’ contributions. Discourse analysis examined interviews with ...
Interaction And Transformation In Virtual Problem-Based Learning Communities, Roisin Donnelly
This brief paper will discuss the harmonizing role of technology and interaction in a qualitative study on blended problem-based learning (PBL) within the context of academic development in higher education. Within academic development, and as both designers and tutors in blended PBL, it is important to seek best practices for how to combine instructional strategies in face-to-face and computer-mediated environments that take advantage of the strengths of each and avoid their weaknesses. A qualitative study of the lived experiences of 17 academic staff participants in a blended problem-based learning module was considered likely to provide a much-needed analysis of current ...
Iterative Approaches To Planning And Strategizing: Learning From The Architectural Studio Model, Shannon Chance
This paper investigates linear and non-linear strategies for organizing and planning, and explores how these strategies correlate to both higher education and architectural education. The study reveals that the strategies for planning and designing typically employed in the field of architecture reflect the sort of non-linear, iterative, and synthesizing processes scholars recommend universities use to improve the effectiveness of strategic planning (Birnbaum, 1988; Cutright, 2001; Presley & Leslie, 1999; Rowley, Lujan, & Dolence, 1998; Swenk, 2001). Opportunities abound for using design processes to enhance various institutional operations as explored in Proposal for using a studio format to enhance institutional advancement (Chance, 2008) and Assessing university strategic ...