Abstracts – Browse Results
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Ali Khan, M S, Suresh, A and Ramaiah, N S (2016) Numerical study of magnetic circuit response in magneto-rheological damper. Journal of Engineering, Design and Technology, 14(01), 196-210.
Asjad, M, Kulkarni, M S and Gandhi, O P (2016) Supportability issues of mechanical systems for their useful life. Journal of Engineering, Design and Technology, 14(01), 33-53.
Chen, H-Y, Chang, Y-M and Chang, H-C (2016) A numerical definition-based systematic design approach for coupling consumers' image perception with product form. Journal of Engineering, Design and Technology, 14(01), 134-59.
Dang, C N and Le-Hoai, L (2016) Critical success factors for implementation process of design-build projects in Vietnam. Journal of Engineering, Design and Technology, 14(01), 17-32.
Georgiou, A, Haritos, G, Fowler, M and Imani, Y (2016) Advanced phase powertrain design attribute and technology value mapping. Journal of Engineering, Design and Technology, 14(01), 115-33.
Harinarain, N and Haupt, T C (2016) Mission: studio based learning in construction. The University of KwaZulu-Natal case study. Journal of Engineering, Design and Technology, 14(01), 160-81.
- Type: Journal Article
- Keywords: reflection; learning outcomes; critique; mode of instruction; studio based learning
- ISBN/ISSN:
- URL: https://doi.org/10.1108/JEDT-05-2015-0031
- Abstract:
Purpose – This paper aims to present the responses of students to various aspects of a cluster of discrete modules delivered using a studio-based learning pedagogy. Design/methodology/approach – A variation of a case study approach was used that included observations and a survey of student opinions on six constructs or themes after a period of eight weeks into the semester about their experience of studio-based learning in a three-module cluster. This paper only reports on the findings of the analysis of the self-administered survey of the views of students. Findings – The student responses were analysed using SPSS (version 22). It is evident that the distinguishing features of the studio-based learning form of instructional delivery were reflected in their views despite the instructional space being far from ideal. However, given that this was their first experience they were apprehensive about the benefits of the approach to them personally especially in terms of whether their acquired knowledge base was broad enough for them to be confident about their future careers. The mapping of the learning outcomes of the modules against the project phases demonstrated that only the mode of transmission had in fact changed. Students were reticent about taking responsibility for their own learning possibly because they perceived that as being too risky. Research limitations/implications – The research is limited because the findings are based on a single case and a sample of students who had experienced eight weeks of studio-based learning of a cluster of three discrete modules in a revitalised construction program. Originality/value – The findings of this study have implications for the way construction programs are delivered at institutions of higher education.
Rohdin, P, Dalewski, M and Moshfegh, B (2016) Combining a survey approach and energy and indoor environment auditing in historic buildings. Journal of Engineering, Design and Technology, 14(01), 182-95.
Sharifi, Y and Aviz, H (2016) Effect of outrigger-belt truss location on the dynamic response of high-rise building subjected to blast loading. Journal of Engineering, Design and Technology, 14(01), 54-77.
Shiue, I (2016) Future urban design strategies for health and wellbeing: Proposal of DIDID action plan and design mapping. Journal of Engineering, Design and Technology, 14(01), 104-14.
Vidyadhar, R, Sudeep, K R, Vinodh, S and Antony, J (2016) Application of fuzzy logic for leanness assessment in SMEs: a case study. Journal of Engineering, Design and Technology, 14(01), 78-103.
Vinodh, S and Sharath, K T (2016) A case study on applying creative design concepts to brake rotor design. Journal of Engineering, Design and Technology, 14(01), 2-16.