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Abrahams, G (2017) Revealing and exploring the insider/outsider role of the building control officer in England. Architectural Engineering and Design Management, 13(04), 278–90.

Comiskey, D, McKane, M, Jaffrey, A, Wilson, P and Mordue, S (2017) An analysis of data sharing platforms in multidisciplinary education. Architectural Engineering and Design Management, 13(04), 244–61.

Emmitt, S (2017) Editorial. Architectural Engineering and Design Management, 13(04), 243.

Jalilzadehazhari, E, Johansson, P, Johansson, J and Mahapatra, K (2017) Application of analytical hierarchy process for selecting an interior window blind. Architectural Engineering and Design Management, 13(04), 308–24.

Jeong, J S, Ramírez-Gómez, & and González-Gómez, D (2017) A web-based scaffolding-learning tool for design students’ sustainable spatial planning. Architectural Engineering and Design Management, 13(04), 262–77.

  • Type: Journal Article
  • Keywords: Collaborative learning context; design education; spatial methodology; sustainable site planning; web scaffolding-learning;
  • ISBN/ISSN: 1745-2007
  • URL: https://doi.org/10.1080/17452007.2017.1300129
  • Abstract:
    Information, computer and Internet technologies are receiving increased attention in design education. The challenge of integrating these technologies into design education has brought about attention to scaffolding mechanisms. This research presents a web-based scaffolding-learning tool to support undergraduate design students’ sustainable spatial planning. It fosters student interaction effects and measures learning outcomes in the context of a collaborative learning environment. The intention of this research was to explore how, and to what extent, students could benefit from new learning technologies. This research aimed to test the hypothesis that tool utilization would support students and allow them to develop greater understanding of spatial planning, which would be beneficial to overall designs. Seventy-six students (39 and 37, respectively) were measured based on the tool and a survey questionnaire in 2 design studios to reflect on how the tool influenced their design process and learning. Objective comparison was performed with 2 control groups (38 and 37, respectively) to establish the effectiveness of the tool. This related to how it fostered students’ learning activities, enhancement of knowledge acquisition and the satisfaction of a mix of students with different needs. The findings of the research showed that over 85% of students positively highlighted the effectiveness of the tool, with its use contributing to the selection of the most suitable site for the building and also helping to promote communication with their lecturers in remote locations. Based on these results the scaffolding tool appears to have significant potential for introducing sustainable planning to design students.

Khajehzadeh, I and Vale, B (2017) How house size impacts type, combination and size of rooms: a floor plan study of New Zealand houses. Architectural Engineering and Design Management, 13(04), 291–307.