The Experience of Using a New e-Learning Tool in Architectural Studies
The COVID-19 pandemic has accelerated the use of e-Learning technologies as an alternative to classical face-to-face teaching. Teachers have had to quickly adapt to virtual technologies and transform their material to online content in order to minimise the impact on students’ education. In studies...
| Autores: | , , , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | España |
| Institución: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:10256/21655 |
| Acceso en línea: | http://hdl.handle.net/10256/21655 |
| Access Level: | acceso abierto |
| Palabra clave: | Tecnologia educativa Educational technology Arquitectura -- Ensenyament virtual Architecture -- Web-based instruction Ensenyament virtual Web-based instruction Pandèmia de COVID-19, 2020- COVID-19 Pandemic, 2020- |
| Sumario: | The COVID-19 pandemic has accelerated the use of e-Learning technologies as an alternative to classical face-to-face teaching. Teachers have had to quickly adapt to virtual technologies and transform their material to online content in order to minimise the impact on students’ education. In studies such as Architecture, where visual and graphical representations are fundamental, such an adaptation is challenging. The aim of this paper is to evaluate a new e-learning methodology in architectural studies by using SAPIENS, a specifically designed e-learning platform with content creation tools and automatic correction. This platform was used to create an e-learning course on building systems. To evaluate and measure the effectiveness and acceptance of the proposed methodology in architectural education, an experiment with 108 students was carried out. Participants were divided into two homogeneous groups, G1 and G2 , and only G1 was given access to the e-learning platform to take the course. The results were obtained by means of pre- and posttesting and a questionnaire. Significant differences were found between pre- and posttest scores, and nearly significant differences were found between the posttest scores of G1 and G2 . The mean of all questionnaire scores exceeded 3.5 on a five-point Likert scale except for one question. G1 rated better overall, and there were no significant differences by age, degree, subject or e-learning experience. Teacher’s opinion was very satisfactory as well. Therefore, the proposed methodology, with high image interaction and adapted to all participant profiles, helps in the process of learning and is highly accepted by learners, specially those who are engaged. |
|---|