‘Sense of Place’ in Virtual Design Studio (VDS): A Review
Abstract
Keywords
Full Text:
PDFReferences
Ahmad, L., Sosa, M., & Musfy, K. (2020). Interior design teaching methodology during the global COVID-19 pandemic. Interiority, 3(2), 163–184. https://doi.org/10.7454/in.v3i2.100
Alves, P., Miranda, L., & Morais, C. (2017). The Influence of Virtual Learning Environments in Students’ Performance. Universal Journal of Educational Research, 5(3), 517–527. https://doi.org/10.13189/ujer.2017.050325
Arora, V., & Khazanchi, D. (2014). Sense of Place in Virtual Learning Environments. In MWAIS. Iowa.
Bessa, B. R., Santos, S., & Duarte, B. J. (2019). Toward effectiveness and authenticity in PBL: A proposal based on a virtual learning environment in computing education. Computer Applications in Engineering Education, 27(2), 452–471. https://doi.org/10.1002/cae.22088
Canter, D. (1977). The Psychology of Place. London: Architectural Press.
Champion, E. (2005). Meaningful Interaction in Virtual Learning Environments. In Proceedings of the Second Australasian Conference on Interactive Entertainment (pp. 41–44). Sydney, AUS: Creativity & Cognition Studios Press.
Clark, R. C., & Mayer, R. E. (2010). Instructional Strategies for Directive Learning Environments. Handbook of Improving Performance in the Workplace (Vol. 1). https://doi.org/10.1002/9780470592663.ch10
Goodfellow, R., & Lea, M. R. (2007). Challenging e-learning in the university: a literacies perspective. Maidenhead, England: Open University Press.
Harahap, M. M. Y., & Atmodiwirjo, P. (2021). Virtual Learning Platform in Architecture Design Studio for Maintaining Autonomy and Authority. Modul, 21(1), 37–42. https://doi.org/10.14710/mdl.21.1.2021.37-42
Iranmanesh, A., & Onur, Z. (2021). Mandatory Virtual Design Studio for All: Exploring the Transformations of Architectural Education amidst the Global Pandemic. International Journal of Art and Design Education, 40(1), 251–267. https://doi.org/10.1111/jade.12350
Jones, D., & Lloyd, P. (2013). Which way is up? Space and place in virtual learning environments for design. In 2nd International Conference for Design Education Researchers (pp. 552–563). Oslo. https://doi.org/10.5860/choice.51-2973
Karuppannan, S., & Mohammed, L. A. (2020). Predictive Factors Associated with Online Learning during Covid-19 Pandemic in Malaysia: A conceptual Framework. International Journal of Management and Human Science (IJMHS), 4(4), 2590–3748.
Koh, P. C. L., & Wong, S. K. (2021). Students’ perception of online learning and institution’s engagement during the Covid-19 pandemic: A survey study of Taylor’s design, architecture, and engineering students. Journal of Engineering Science and Technology, 16(1), 635–651.
Lotz, N., Jones, D., & Holden, G. (2018). Engaging Qualities: factors affecting learner attention in online design studios. DRS2018: Catalyst, 7. https://doi.org/10.21606/drs.2018.326
Lupukhova, J., & Makeeva, E. (2017). Creating Virtual Learning Environment: Shared Online Learning in University Education. International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), 8(2), 3045-3050.
Marrett, C., & Harvey, C. (2001). Getting the systems right: Experiences at the University of the West Indies. In E. J. Burge & M. Haughey (Eds.), Using Learning Technologies: International Perspectives on Practice (pp. 38–74). London: RoutledgeFalmer.
McAra, M., & Ross, K. (2020). Expanding Studio Boundaries: Navigating Tensions in Multidisciplinary Collaboration within and beyond the Higher Education Design Studio. International Journal of Art and Design Education, 39(4), 795–810. https://doi.org/10.1111/jade.12324
Northcote, M. (2008). Sense of place in online learning environments. ASCILITE 2008 - The Australasian Society for Computers in Learning in Tertiary Education, (January 2008), 676–684.
Proshansky, H. M., Fabian, A. K., & Kaminoff, R. (1983). Place-identity: Physical world socialization of the self. Journal of Environmental Psychology, 3(1), 57–83. https://doi.org/https://doi.org/10.1016/S0272-4944(83)80021-8
Relph, E. (1976). Place and Placelessness. London: Pion Limited.
Rodriguez, C., Hudson, R., & Niblock, C. (2018). Collaborative learning in architectural education: Benefits of combining conventional studio, virtual design studio and live projects. British Journal of Educational Technology, 49(3), 337–353. https://doi.org/10.1111/bjet.12535
Saghafi, M. R., Franz, J., & Crowther, P. (2012). Perceptions of physical versus virtual design studio education. Archnet-IJAR, 6(1), 6–22. https://doi.org/10.26687/archnet-ijar.v6i1.74
Salata, T. L. (2017). Increasing a Sense of Place Using Blended Online and On Site Learning. Journal of Sustainability Education, 12(February). Retrieved from http://www.susted.org/
Schon, D. (1987). Educating the Reflective Practitioner. San Francisco: John Wiley & Sons, Inc.
Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333–339.
Trestini, M. (2018). A Virtual Learning Environment seen as a System of Instrumented Activities. In Modeling of Next Generation Digital Learning Environments: Complex Systems Theory (First, pp. 1–62). ISTE Ltd and John Wiley & Sons, Inc. https://doi.org/10.1002/9781119513728.ch1
Tuan, Y. F. (1977). Space and Place: The Perspective of Experience. London: Edward Arnold.
Turner, P., Turner, S., & Burrows, L. (2013). Creating a sense of place with a deliberately constrained virtual environment. International Journal of Cognitive Performance Support, 1(1), 54. https://doi.org/10.1504/ijcps.2013.053554
Wagner, M., & Gansemer-Topf, A. (2005). Learning by Teaching Others: a Qualitative Study Exploring the Benefits of Peer Teaching. Landscape Journal, 24(2), 198–208.
Wijaya, T. T., Ying, Z., Purnama, A., & Hermita, N. (2020). Indonesian students’ learning attitude towards online learning during the coronavirus pandemic. Psychology, Evaluation, and Technology in Educational Research, 3(1), 17–25. https://doi.org/10.33292/petier.v3i1.56
DOI: http://dx.doi.org/10.21776/ub.ruas.2022.020.01.7
Refbacks
- There are currently no refbacks.
Copyright (c) 2022 Astrid Kusumowidagdo, Rani Prihatmanti