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2. Exploring transition toward independent learning : student experiences in the first year of architecture school

Author

Al Maani, Duaa

Subjects
720.71
Abstract

This thesis explores the learning experiences of students in the architectural design studio, specifically looking at learning issues associated with the transition from dependence to independence and analysing students’ accounts of their learning processes during their first year. The study methodology combined both qualitative and quantitative tools. The Autonomous Learning Scale (ALS) of Macaskill and Taylor (2010) was employed for the quantitative component, measuring students’ perceived level of independence at two different points in their first academic year. This provided a detailed evaluation of the key factors in learning independence – such as gender, age, and nationality – and tracked changes in the students’ skills throughout the year, in addition to investigating the correlation between level of learning independence and academic performance. The sample for the quantitative study consisted of two groups: the first comprised 87 students who completed the ALS questionnaire at the beginning of the year; and the second, 83 students who completed the questionnaire at the end of the year. During the time between ALS1 and ALS2, we collected narratives from 10 students through 50 interviews to gain a fuller understanding of their independence experiences, particularly with respect to their engagement with and transition onto the course. The findings suggest that the design studio is a suitable environment for facilitating learning independence in higher education. Most of the students appreciated the learning environment within the school and expressed a feeling of belonging to the community, stating that it had helped them to become more independent. More importantly, an analysis of the narratives revealed that the respondents perceived themselves as becoming more independent as they progressed through the year. However, many of the participants felt uncertain about aspects of independent learning and wanted more guidance and support, remaining attached to the practice of tutor centred learning.

Published
2019

6. Integration of cultural heritage in architecture: a national study of Jordanian higher education.

Author

Al Maani, Duaa and Mubaideen, Shatha

Subjects
*CULTURAL property, *HIGHER education, *ARCHITECTURAL education, *CURRICULUM
Abstract

This paper explores cultural heritage pedagogical practices in architectural curricula. A comprehensive mixed-method research approach was implemented on a national scale to examine the curricula of architecture departments in all Jordanian universities. This investigation encompassed qualitative and quantitative analyses, including the development of Standard and Compulsory Affinity Index ratios to assess the level of heritage integration in these curricula. To further enhance findings from both analyses, purposive criterion sampling was used for semi-structured interviews with 20 architectural professors, alongside a participatory workshop involving 25 academics, heritage professionals, and organisations. The research contributes to the limited existing literature on cultural heritage education in architectural curricula. It also introduces a model for assessing cultural heritage education at the BSc level, uncovering disparities in its presence within architectural curricula. The role of the Accreditation & Quality Assurance Commission for Higher Education Institutions in promoting heritage education is found to be limited, and inconsistencies in terminology and approaches across institutions are observed. While the primary focus is on the Jordanian context, this research offers practical recommendations that can be applied more broadly to architectural education. [ABSTRACT FROM AUTHOR]

Published
2024
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7. An Attempt to Understand the Design Studio as a Distinctive Pedagogical Setting.

Author

Al Maani, Duaa and Roberts, Andrew

Subjects
ACTIVE learning, ARCHITECTURE students, SOCIAL interaction, SOCIAL context
Abstract

This study offers a thorough lens for viewing the design studio as a distinctive pedagogical learning setting that fosters autonomous learning by analyzing the nature of design problems and the design studio as a physical learning context. The word "design" itself is problematic, and learning design focuses on doing rather than merely tackling knowledge-based problems. Students in the design studio challenge preexisting beliefs, actively contribute to the creation of new knowledge, and then reflect on that knowledge through a specific assessment process. The design studio, which incorporates both physical context and social interactions, is not ideal, and it is imperative to acknowledge and address its associated shortcomings. The current research is undoubtedly crucial for a wider range of different studio-based programs as well as for architecture lecturers and students. [ABSTRACT FROM AUTHOR]

Published
2023
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11. Exploring transition toward independent learning:\ud Student experiences in the first year of architecture\ud school

Author

Al Maani, Duaa

Abstract

This thesis explores the learning experiences of students in the architectural design studio, specifically looking at learning issues associated with the transition from dependence to independence and analysing students’ accounts of their learning processes during their first year.\ud The study methodology combined both qualitative and quantitative tools. The Autonomous Learning Scale (ALS) of Macaskill and Taylor (2010) was employed for the quantitative component, measuring students’ perceived level of independence at two different points in their first academic year. This provided a detailed evaluation of the key factors in learning independence – such as gender, age, and nationality – and tracked changes in the students’ skills throughout the year, in addition to investigating the\ud correlation between level of learning independence and academic performance. The sample for the quantitative study consisted of two groups: the first comprised 87 students\ud who completed the ALS questionnaire at the beginning of the year; and the second, 83 students who completed the questionnaire at the end of the year. During the time\ud between ALS1 and ALS2, we collected narratives from 10 students through 50 interviews to gain a fuller understanding of their independence experiences, particularly with respect to their engagement with and transition onto the course. The findings suggest that the design studio is a suitable environment for facilitating\ud learning independence in higher education. Most of the students appreciated the learning environment within the school and expressed a feeling of belonging to the\ud community, stating that it had helped them to become more independent. More importantly, an analysis of the narratives revealed that the respondents perceived\ud themselves as becoming more independent as they progressed through the year. However, many of the participants felt uncertain about aspects of independent learning\ud and wanted more guidance and support, remaining attached to the practice of tutor centred learning.

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