TY - CHAP
T1 - Undergraduate perceptions of remote teaching in Computer-Aided Design courses
AU - Arteaga-Juarez, Pedro
AU - Dreifuss-Serrano, Cristina
AU - Herrera, Pablo C.
N1 - DBLP License: DBLP's bibliographic metadata records provided through http://dblp.org/ are distributed under a Creative Commons CC0 1.0 Universal Public Domain Dedication. Although the bibliographic metadata records are provided consistent with CC0 1.0 Dedication, the content described by the metadata records is not. Content may be subject to copyright, rights of privacy, rights of publicity and other restrictions.
PY - 2022/9/29
Y1 - 2022/9/29
N2 - This research analyzes the undergraduate student's perceptions and challenges of the mandatory transition of six computer-aided design courses, from a blended modality to a completely remote one, in the context of the coronavirus pandemic. We analyzed a School of Architecture in Peru, which has implemented the blended learning in these six courses since 2015, to acquire technical skills in drawing, design, BIM, visualization, information graphic, video editing, computational design, and digital fabrication. We used an anonymous and self-administered survey between November and December 2021 to 1,045 students and received 435 responses for analysis. The results reveal the different ways in which the student interacts with the CAD software for each course. We concluded that the experience of going through the stages of face-to-face, blended, and online, prepares us to migrate into learning environments in the format of MOOCs. The study allowed us to identify challenges and strengths, such as usage preferences to consider for future transition, taking into account the characteristics of these types of courses as a basis for the creation of MOOCs for the inevitable demand for the technologies of the Fourth Industrial Revolution.
AB - This research analyzes the undergraduate student's perceptions and challenges of the mandatory transition of six computer-aided design courses, from a blended modality to a completely remote one, in the context of the coronavirus pandemic. We analyzed a School of Architecture in Peru, which has implemented the blended learning in these six courses since 2015, to acquire technical skills in drawing, design, BIM, visualization, information graphic, video editing, computational design, and digital fabrication. We used an anonymous and self-administered survey between November and December 2021 to 1,045 students and received 435 responses for analysis. The results reveal the different ways in which the student interacts with the CAD software for each course. We concluded that the experience of going through the stages of face-to-face, blended, and online, prepares us to migrate into learning environments in the format of MOOCs. The study allowed us to identify challenges and strengths, such as usage preferences to consider for future transition, taking into account the characteristics of these types of courses as a basis for the creation of MOOCs for the inevitable demand for the technologies of the Fourth Industrial Revolution.
UR - https://hdl.handle.net/20.500.12724/17564
UR - https://www.mendeley.com/catalogue/bbbf076a-2bc6-3668-92d7-b45e502122ca/
U2 - 10.1109/lwmoocs53067.2022.9927920
DO - 10.1109/lwmoocs53067.2022.9927920
M3 - Capítulo
AN - SCOPUS:85142603842
SN - 9781665424868
T3 - 2022 IEEE Learning with MOOCS (LWMOOCS)
SP - 227
EP - 232
BT - LWMOOCS
PB - Institute of Electrical and Electronics Engineers Inc.
T2 - 2022 IEEE Learning with MOOCS, LWMOOCS 2022
Y2 - 29 September 2022 through 30 September 2022
ER -