Purposive teaching styles for transdisciplinary AEC education: a diagnostic learning styles questionnaire

Acknowledging the progressive globalisation trend within the Architecture, Engineering, and Construction (AEC) industry, transdisciplinary education and training is now widely acknowledged as being one of the key factors for leveraging AEC organisational success. Conventional AEC education and train...

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Main Authors:	Syed Khuzzan Alhabshi, Sh Mazlina, Goulding, Jack Steven, Rahimian, Farzad Pour
Format:	Article
Language:	English
Published:	Archnet-IJAR 2015
Subjects:	L Education (General)
Online Access:	http://irep.iium.edu.my/45658/ http://irep.iium.edu.my/45658/ http://irep.iium.edu.my/45658/1/Paper_2015.IJAR.pdf

id	iium-45658
recordtype	eprints
spelling	iium-456582017-08-04T07:47:32Z http://irep.iium.edu.my/45658/ Purposive teaching styles for transdisciplinary AEC education: a diagnostic learning styles questionnaire Syed Khuzzan Alhabshi, Sh Mazlina Goulding, Jack Steven Rahimian, Farzad Pour L Education (General) Acknowledging the progressive globalisation trend within the Architecture, Engineering, and Construction (AEC) industry, transdisciplinary education and training is now widely acknowledged as being one of the key factors for leveraging AEC organisational success. Conventional AEC education and training delivery approaches therefore need a paradigm shift in order to be able to address the emerging challenges of global practices. This study focuses on the use of Personalised Learning Environments (PLEs) to specifically address learners’ needs and preferences (learning styles) within managed Virtual Learning Environments (VLEs). This research posits that learners can learn better (and be more readily engaged in managed learning environments) with a bespoke PLE, in which the deployment of teaching and learning material is directly augmented towards their individual needs. In this respect, there is an exigent need for the Higher Educational Institutions (HEIs) to envelop these new approaches into their organisational learning strategy. However, part of this process requires decision-makers to fully understand the core nuances and interdependencies of functions and processes within the organisation, along with critical success factors and barriers. This paper presents findings from the development of a holistic conceptual Diagnostic Learning Styles Questionnaire (DLSQ) Framework, which is comprised of six interrelated dependencies (i.e. Business Strategy, Pedagogy, Process, Resources, Systems Development, and Evaluation). The confluence of these dependencies directly influences pedagogical effectiveness. These finding contribute additional understanding to the intrinsic nature of pedagogy in leveraging transdisciplinary AEC training within organisations (to improve learner effectiveness). This framework can help organisations better augment and align their strategic priorities to learner-specific traits. Keywords: Transdisciplinary learning; Personal Learning Environments (PLE); Diagnostic Learning Styles Questionnaire (DLSQ); pedagogical effectiveness; organisational drivers Archnet-IJAR 2015-07 Article PeerReviewed application/pdf en http://irep.iium.edu.my/45658/1/Paper_2015.IJAR.pdf Syed Khuzzan Alhabshi, Sh Mazlina and Goulding, Jack Steven and Rahimian, Farzad Pour (2015) Purposive teaching styles for transdisciplinary AEC education: a diagnostic learning styles questionnaire. International Journal of Architectural Research, 9 (2). pp. 98-112. ISSN 1938-7806 http://archnet-ijar.net/index.php/IJAR/article/view/669
repository_type	Digital Repository
institution_category	Local University
institution	International Islamic University Malaysia
building	IIUM Repository
collection	Online Access
language	English
topic	L Education (General)
spellingShingle	L Education (General) Syed Khuzzan Alhabshi, Sh Mazlina Goulding, Jack Steven Rahimian, Farzad Pour Purposive teaching styles for transdisciplinary AEC education: a diagnostic learning styles questionnaire
description	Acknowledging the progressive globalisation trend within the Architecture, Engineering, and Construction (AEC) industry, transdisciplinary education and training is now widely acknowledged as being one of the key factors for leveraging AEC organisational success. Conventional AEC education and training delivery approaches therefore need a paradigm shift in order to be able to address the emerging challenges of global practices. This study focuses on the use of Personalised Learning Environments (PLEs) to specifically address learners’ needs and preferences (learning styles) within managed Virtual Learning Environments (VLEs). This research posits that learners can learn better (and be more readily engaged in managed learning environments) with a bespoke PLE, in which the deployment of teaching and learning material is directly augmented towards their individual needs. In this respect, there is an exigent need for the Higher Educational Institutions (HEIs) to envelop these new approaches into their organisational learning strategy. However, part of this process requires decision-makers to fully understand the core nuances and interdependencies of functions and processes within the organisation, along with critical success factors and barriers. This paper presents findings from the development of a holistic conceptual Diagnostic Learning Styles Questionnaire (DLSQ) Framework, which is comprised of six interrelated dependencies (i.e. Business Strategy, Pedagogy, Process, Resources, Systems Development, and Evaluation). The confluence of these dependencies directly influences pedagogical effectiveness. These finding contribute additional understanding to the intrinsic nature of pedagogy in leveraging transdisciplinary AEC training within organisations (to improve learner effectiveness). This framework can help organisations better augment and align their strategic priorities to learner-specific traits. Keywords: Transdisciplinary learning; Personal Learning Environments (PLE); Diagnostic Learning Styles Questionnaire (DLSQ); pedagogical effectiveness; organisational drivers
format	Article
author	Syed Khuzzan Alhabshi, Sh Mazlina Goulding, Jack Steven Rahimian, Farzad Pour
author_facet	Syed Khuzzan Alhabshi, Sh Mazlina Goulding, Jack Steven Rahimian, Farzad Pour
author_sort	Syed Khuzzan Alhabshi, Sh Mazlina
title	Purposive teaching styles for transdisciplinary AEC education: a diagnostic learning styles questionnaire
title_short	Purposive teaching styles for transdisciplinary AEC education: a diagnostic learning styles questionnaire
title_full	Purposive teaching styles for transdisciplinary AEC education: a diagnostic learning styles questionnaire
title_fullStr	Purposive teaching styles for transdisciplinary AEC education: a diagnostic learning styles questionnaire
title_full_unstemmed	Purposive teaching styles for transdisciplinary AEC education: a diagnostic learning styles questionnaire
title_sort	purposive teaching styles for transdisciplinary aec education: a diagnostic learning styles questionnaire
publisher	Archnet-IJAR
publishDate	2015
url	http://irep.iium.edu.my/45658/ http://irep.iium.edu.my/45658/ http://irep.iium.edu.my/45658/1/Paper_2015.IJAR.pdf
first_indexed	2023-09-18T21:04:58Z
last_indexed	2023-09-18T21:04:58Z
_version_	1777410871740334080

Purposive teaching styles for transdisciplinary AEC education: a diagnostic learning styles questionnaire

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