AL883: Review of a research Article

This study was conducted to discern whether adding an online communication platform (Google +) to supplement an administrative LMS would aid in facilitating blended learning as a transforming blend in a traditionally studio-based class. The study was performed over the course of one semester on an Architectural Design Studio course that already used Moodle. They referenced multiple resources throughout the study, but attested that, “the experiences of architectural design studio students in the process of blending such online learning components has remained understudied.” The Methodology used was Discursive phenomenographic methodology and the course methods that were used are as follows: • The course instructor of the studio course, the first author of the study, played an active roll in integrating Google + • Designed as a single case study (studio is considered the case) with embedded units (the students). • 24 students from the class were invited to participate (14 participated) in an hour-long workshop. • An adapted problem-tree analysis (PTA) method was used as a participatory learning and action method with two problem tree analyses used. • First activity: the students were to establish a Problem focusing on the use of Moodle in studio courses they had participated in, to identify the underlying causes and to identify both desirable and undesirable effects • Second activity: To establish a problem focusing on Google+ and to identify the causes and effects, which would essentially function as an evaluation of blending Google+ in the studio course • In the workshop, students were divided into 3 groups. the groups were provided with pens, paper, and post its, and discussions were video recorded The researchers found with this study that the implementation of Google + as a supplement to Moodle was beneficial is some aspects but should not replace Moodle because they offer two different types of advantages. They determined that Google+ was better for inspiration while Moodle was better for organization and education. They also determined that using both simultaneously prove to be overwhelming to the students in the long run. Ultimately, they determined that the introduction of Google+ may compensate for areas that Moodle is limited, but the bigger problem was that university was not able to get the full potential of its Moodle implementation without better support and training for both instructors and students. Some of the limitations of this study were as follows: • The initiative was not supported by Funding and the platform of choice there for had to be free of charge, preferably add free, and had to be easy to set up manage in use • During the workshop strict facilitation could not be provided as video recordings had to be monitored and one facilitator per group was not an option. This resulted in confusion in one of the 2 groups of students and as a result the cause and effects of the PTAs overlapped in the desired reflections in relation to the 2 research questions. • Lack of explicit information about the rule of Google+, which was instructor-led, and thereby imposed by the institution, turned it less efficient than desired. Overall, I found this article very interesting. I believe it went into good detail about how the study was implemented and what worked and what didn't. It was interesting to find the implementation of hybrid course in a studio-based setting, which is what I'm looking to create. I will be referring to this article as I continue in making my hybrid course and I will investigate the different options that I have that I probably wouldn't have utilized before, such as Google plus. It made me wonder if I'm going to be able to find a platform that is outside of administrative LMS that is used at a University that will have all the features that I'm looking for so that I don't have to utilize more than one platform. https://journals.aau.dk/index.php/pbl/article/view/1562