Assessing the Effect of Supplemental Web-based Learning in Two Landscape Construction Courses.
This paper explores the role of supplemental web-based learning in an undergraduate and a graduate landscape architecture construction studio taught by the same instructors. Qualitative and quantitative data were collected from a total of 32 participating students. These data included surveys of stu...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Lincoln University
2004-06-01
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| Series: | Landscape Review |
| Online Access: | https://journals.lincoln.ac.nz/index.php/lr/article/view/153 |
| _version_ | 1827334194808750080 |
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| author | Ming-Han Li Michael Murphy |
| author_facet | Ming-Han Li Michael Murphy |
| author_sort | Ming-Han Li |
| collection | DOAJ |
| description | This paper explores the role of supplemental web-based learning in an undergraduate and a graduate landscape architecture construction studio taught by the same instructors. Qualitative and quantitative data were collected from a total of 32 participating students. These data included surveys of students' perceived satisfaction of the course and preferences on eight different learning vehicles, as well as tracked online course visits of each student. More than two-thirds of students responded that their learning benefited from use of the WebCT (and online education and training software) and that they were satisfied with the courses. This indicates that online delivery of course materials could enhance landscape architecture studio learning, which also implies that off-campus study, study abroad, or internship study, typically required in landscape architecture curricula, can also benefit from the use of WebCT or the like. With the Internet, students scattered globally for off-campus or internship study can be brought back to a local or virtual classroom for monitoring of their learning progress and quality. Therefore, the fine line between global and local classrooms becomes fuzzy and indistinguishable. For those who are interested in developing online landscape architecture courses, interactive student-to-teacher and student-to-student activities, such as chat rooms, online discussions, or white board demonstrations are recommended to encourage participation and, in turn, ensure learning effectiveness. |
| first_indexed | 2024-03-07T17:48:49Z |
| format | Article |
| id | doaj.art-5b430f618a5d487dbf9776d66ca3f561 |
| institution | Directory Open Access Journal |
| issn | 1173-3853 2253-1440 |
| language | English |
| last_indexed | 2024-03-07T17:48:49Z |
| publishDate | 2004-06-01 |
| publisher | Lincoln University |
| record_format | Article |
| series | Landscape Review |
| spelling | doaj.art-5b430f618a5d487dbf9776d66ca3f5612024-03-02T14:28:07ZengLincoln UniversityLandscape Review1173-38532253-14402004-06-0191157161147Assessing the Effect of Supplemental Web-based Learning in Two Landscape Construction Courses.Ming-Han LiMichael MurphyThis paper explores the role of supplemental web-based learning in an undergraduate and a graduate landscape architecture construction studio taught by the same instructors. Qualitative and quantitative data were collected from a total of 32 participating students. These data included surveys of students' perceived satisfaction of the course and preferences on eight different learning vehicles, as well as tracked online course visits of each student. More than two-thirds of students responded that their learning benefited from use of the WebCT (and online education and training software) and that they were satisfied with the courses. This indicates that online delivery of course materials could enhance landscape architecture studio learning, which also implies that off-campus study, study abroad, or internship study, typically required in landscape architecture curricula, can also benefit from the use of WebCT or the like. With the Internet, students scattered globally for off-campus or internship study can be brought back to a local or virtual classroom for monitoring of their learning progress and quality. Therefore, the fine line between global and local classrooms becomes fuzzy and indistinguishable. For those who are interested in developing online landscape architecture courses, interactive student-to-teacher and student-to-student activities, such as chat rooms, online discussions, or white board demonstrations are recommended to encourage participation and, in turn, ensure learning effectiveness.https://journals.lincoln.ac.nz/index.php/lr/article/view/153 |
| spellingShingle | Ming-Han Li Michael Murphy Assessing the Effect of Supplemental Web-based Learning in Two Landscape Construction Courses. Landscape Review |
| title | Assessing the Effect of Supplemental Web-based Learning in Two Landscape Construction Courses. |
| title_full | Assessing the Effect of Supplemental Web-based Learning in Two Landscape Construction Courses. |
| title_fullStr | Assessing the Effect of Supplemental Web-based Learning in Two Landscape Construction Courses. |
| title_full_unstemmed | Assessing the Effect of Supplemental Web-based Learning in Two Landscape Construction Courses. |
| title_short | Assessing the Effect of Supplemental Web-based Learning in Two Landscape Construction Courses. |
| title_sort | assessing the effect of supplemental web based learning in two landscape construction courses |
| url | https://journals.lincoln.ac.nz/index.php/lr/article/view/153 |
| work_keys_str_mv | AT minghanli assessingtheeffectofsupplementalwebbasedlearningintwolandscapeconstructioncourses AT michaelmurphy assessingtheeffectofsupplementalwebbasedlearningintwolandscapeconstructioncourses |