1. FACULTY OF MANAGEMENT AND ECONOMIC
KPT 6044
ELECTRONIC AND WEB-BASED LEARNING
ASIGNMENT ONE - INDIVIDUAL
JOURNAL/ARTICLE CRITIC
PREPARED BY:
ROHAIDA BINTI MUSLIM
MATRIC NUMBER : M20122002008
PREPARED FOR:
DR. JESSNOR ELMY MAT JIZAT

2. Journal Article Critique
Sidawi, B. (2013). The tutors’ views on the utilization of e-learning system in architectural
education. European Journal of Open, Distance and e-Learning, Vol. 16 / No. 2.
1.
Title
The title of the study is brief and informative. However, it is not completely clear. It does not
clearly show the impact of the utilization of e-learning system in architectural education.
Furthermore, it does not mention these useful insights into some theoretical issues and
practical implications for policy makers both in the government and universities. Perhaps a
better title would be Architectural education: The impact of e-learning system on the
teaching system. However, the title make clear the population of interest which is tutors and
the major variables; the utilization of e-learning system as an independent variable and
architectural education as a dependent variable. Other than that, the title avoids vague,
ambiguous, and emotion-laden terms.
2.
Statement of the Problem
According to the researcher, the use of e-learning system was assessed by the e-learning
deanship and it found that the system is of little use by the faculty of college of Architecture,
University of Dammam. Furthermore, he add that a better understanding of the factors that
reluctant the faculty to utilize the system and the utilization’s obstacles could have theoretical
and practical implications to policy makers (both the government and university). This study
argues that potential shortages of the system should be dealt with; otherwise, the present
e-learning system, as it is, will not respond to the architectural education’s needs and would
have negative impact on architectural education.
The problem of the study clearly stated. Architectural tutors are reluctant to use e-learning
tools and they stick to the traditional face-to-face teaching methodology and tools informed
us in undertaking this unique study. It aimed to find out the reason behind the negligence of
e-learning tools and the negative attitude of the faculty towards this emerging technology,
and how to encourage tutors to adopt and implement these e-leaning tools in the architectural
education. This study draws heavily on the theory of visuospatial thinking. According to

3. visuospatial thinking theories, thinking consists of mental images and principled
manipulation of mental images on the premise that: “a) appropriate visuospatial thinking
during learning can enhance the learner’s understanding, and b) multimedia presentation can
be designed to prime appropriate visuospatial thinking during learning” (Mayer, 2005). The
justification or rationale for the study is; the theory of visuospatial thinking has been used
successfully to negotiates various solutions of the design problem with oneself and
communicates ideas with colleagues and tutors (Sidawi, 2012a; 2012b).
3.
Related Literature
This study provides two related literatures that relevant and sufficient to the study which are
‘characteristics of the architectural education’ and ‘the use of e-learning systems in
architectural education’. Other than that, there are the connections between the present study
and the previous research and theory. Refer to Juvancic, Mullins, and Zupancic (2012),
learning about how to do architecture and how to ‘think’ architecture requires a great deal of
cognitive processing, the manipulation of mental images, understanding of complex cause
and effect relationships, functional, technical, performance, aesthetic, cultural and pysical
aspects. According to Kvan (2001; 2000), virtual environments present an essential learning
for practice of the future, exploiting technology in design teaching, researching the nature of
design communication and processes, and searching for ways to improve the educational
experience of a student. Blended learning according to Mizban and Roberts (2008) spans over
face-to-face (f2f) and e-learning connecting them, combining learning on site with distant
learning under the joint name of distributed learning.
According to previous research and theory, they reported an overall positive attitude toward
the adoption of e-learning among teaching staff, faculty members, students, administrators
and tutors. Waycott et al. (2010) stated that the negative attitudes are not merely influenced
by the lack of technological knowledge or poor infrastructure but the fact that the university
teaching staff are more focused on institutional issues and pedagogical applications of
technologies, so they would choose to integrate technologies into their teaching if and when
they see educational value in doing so. This is coinciding with the present study to examine
the impact of e-learning system on the teaching system.

4. 4.
Subjects
The population of interest defined. The sample for this research majored mainly on the tutors
from faculty of college of Architecture, University of Dammam, Kingdom of Saudi Arabia.
The data was obtained from the survey consists of two stages; pilot study and the main survey
(questionnaire) distributed to the tutors on the faculty of college of Architecture. A total
number of 98 questionnaires were distributed and 53 or 54% was retrieved back. The findings
of the study were generalized on tutors of University of Dammam. Therefore, it cannot be
generalize to all university tutors. Moreover, the study focused on tutors on the faculty of
college of architecture. Therefore it cannot be simply generalized for tutors with other
domains.
5.
Procedures
In this study the tutors from the faculty of college of architecture were surveyed using a
questionnaire that was developed for this study. It is coinciding with the main objective of
this research; to find out the level of staff’s technical knowledge and skills and whether they
have used any of online education tools. The procedures described well enough to allow
replication of the study. The respondents were made to indicate the degree of their agreement
with the statements on the questionnaire about themselves. They were required to select from
a five-point scale which include a category of strongly agree, agree, undecided, disagree and
strongly disagree and a structured questions which enabled the students to select either yes or
no options.
6.
Instruments
The instruments adequately described. The researcher used a four part questionnaire with
twenty nine items. Part one requested for the respondents to extent their technical experience
regarding the use of the online/web tools, part two pertaining to blackboard use by
respondent, part three regarding to teaching design and part four required the respondents’ to
give their opinions pertaining to the use of e-education system. The items in the questionnaire
were in five-point Likert scale ranging from strongly agree = 5 to strongly disagree = 1.

5. 7.
Analysis of the Data
In this study, descriptive statistics used appropriate for summarizing the data. An analysis
was also taken of the mean that was measured using a five-point Likert scale. The statistics
been interpreted appropriately for the level of measurement of the data.
8.
Results
In this study, the results of pilot study and questionnaire survey were presented by researcher.
The result of the pilot study suggested that a quantitative measurement of the user’s
performance (i.e. the student and the tutor) would be applied. However, the measurement of
user’s performance cannot be achieved by applying quantitative measures only. Furthermore,
qualitative/tangible issues should be considered and measured using qualitative assessment
measures. The questionnaire survey results were clearly presented and all tables and figures
were appropriately used. The results showed that many of the faculty have novice experience
regarding the use of PeopleSoft, Blackboard and the University’s online resources. Also they
have slightly better skills in using online communications tools. Researcher conclude that a
mix-up between the traditional and online teaching would provide students with more help
and support, meanwhile a strategy and clear plan should be set on how to implement and
integrate online teaching courses into the architectural education.
9.
Discussion
The study revealed a number of problematic issues and the possible reasons behind the
negative attitudes towards the use of e-learning system. Accordingly, innovative synchronous
communication and visualization tools should be designed and the strategy should consider
possible integration between the professional training, the Continuous Professional
Development (CPD) schemes and the architectural education. For that, the study needs
further research to assess the usefulness of blended design and theoretical courses in
comparison with traditional f2f courses, inspect how new e-learning systems should be
developed to overcome the present shortages and meet architectural education requirements.

6. 10.
Conclusions
The conclusions clearly presented and follow logically from the results of the study.
According to the researcher, the survey found that many of the respondents were against
online teaching of design courses. To a good extent the study was representative of the
article, and in the correct form. Who reads it can understand the overall purpose and method
of the study. Moreover, the purpose of the study was made clear by the researcher. It was
made clear that this study examine the impact of e-learning system on the teaching system.
Bibliography
Chua Yan Piaw (2011). Kaedah Penyelidikan. Edisi Kedua. Malaysia: McGraw-Hill.
Noraini Idris (2010). Peyelidikan dalam Pendidikan. Malaysia: McGraw-Hill.
Internet Resources
Sidawi, B. (2013). The tutors’ views on the utilization of e-learning system in architectural
education. Retrieved from the web site: http://www.eurodl.org/?article=577
University of Saskatchewan. Education and Music Library. (2011). Critical reviews of
journal articles. Retrieved from the Library web site:
http://library.usask.ca/education/files/Guides/crja.pdf

7. 10.
Conclusions
The conclusions clearly presented and follow logically from the results of the study.
According to the researcher, the survey found that many of the respondents were against
online teaching of design courses. To a good extent the study was representative of the
article, and in the correct form. Who reads it can understand the overall purpose and method
of the study. Moreover, the purpose of the study was made clear by the researcher. It was
made clear that this study examine the impact of e-learning system on the teaching system.
Bibliography
Chua Yan Piaw (2011). Kaedah Penyelidikan. Edisi Kedua. Malaysia: McGraw-Hill.
Noraini Idris (2010). Peyelidikan dalam Pendidikan. Malaysia: McGraw-Hill.
Internet Resources
Sidawi, B. (2013). The tutors’ views on the utilization of e-learning system in architectural
education. Retrieved from the web site: http://www.eurodl.org/?article=577
University of Saskatchewan. Education and Music Library. (2011). Critical reviews of
journal articles. Retrieved from the Library web site:
http://library.usask.ca/education/files/Guides/crja.pdf