Journal of Civil Engineering and Architecture 12 (2018) 150-161 doi: 10.17265/1934-7359/2018.02.009

A Comparative Analysis of CAD Management in

Architectural Schools in Jordan

Ra'Ed K. QaQish

Department of Digital Art & Design, Khawarizmi University Technical College, Amma, Jordan

Abstract: The paper reports on a survey study which examines architectural education trends arising from the changes in CAD management in architectural schools in Jordan. The findings reflect selected results from the views of thirteen (13) architecture faculties/schools through a nation-wide questionnaire survey. The survey was structured to cover both private and public universities in Jordan, represented by faculties of engineering, architecture and design. Structurally, the main findings of this study are summarized under six areas, some of which are demographic and socioeconomic factors, CAD competences amongst both staff and students, and CAD and social networks. The study found traditional trends in CAD teaching in connection with conventional thinking, some highlighted results were mainly concentrated in the lack of CAD improvement in curricula and teaching methodologies amongst schools. The majority of student respondents were females (144) (53.3%). The CAD packages found to be most highly used throughout universities were AutoCAD, 3D Max, Sketch-up, and Adobe Suite. The importance of new technologies, electronic book, and the social network aspects in enhancing CAD and 3D modeling software integration with the design studio was affirmed yet no relationship to the gender was noted. Key words: CAD Integration, socioeconomic factors, teaching methodology, CAD software, CAD technologies.

1. Introduction

At universities and in CAD labs or studios, educators

employ technology with the hope that it will enable

students to learn more effectively and teachers to teach

more effectively [1]. Hence, to evaluate computer

utilization by architecture schools with regard to the

massive social and economic changes, assessments at

different levels must be made considering all aspects of

computer involvement and integration, in tandem with

the institution, staff and students. Although empirical

research is often mixed or contradictory with respect to

technology’s effectiveness and the reasons for that

effectiveness [2, 3], undergraduates expect faculty to

use technology and use it well. In such research, the

program structure involving computers must be

addressed in architecture, design or urban planning, etc.

[4]. The research hypothesis is that geography,

economics, national integration, politics and social

Corresponding author: Ra'Ed K. QaQish, Ph.D., research

fields: CAAD, visual communication, CAL, design, and graphic design.

development may be factors that could have an impact

on CAD teaching in relation to both graduate market

trends/needs, and the overall institutional status. Jordan

is a good example to explore and investigate since it

has an exceptional diversity within it that has marked

its development in architectural education. This paper

investigated students and staff perception towards

CAD in relation to the above factors—in tandem with

the market needs among schools of architecture in

Jordan. The current on-going project surveys

universities and students across all socioeconomic

strata and urban and rural areas and some isolated

locations in Jordan. The intention of this survey was to

allow widespread comparison of differing aspirations

and expectations, on the one hand, from students, and

on the other hand, from staff, parents, community and

the practice sector of architecture regarding

CAD/architectural education.

2. Literature Review

An increasing body of research has linked student

D DAVID PUBLISHING

A Comparative Analysis of CAD Management in Architectural Schools in Jordan

151

engagement with technology [1]. A study by Hu and

Kuh [5] found that students attending more “wired”

institutions not only used computers more frequently

but reported higher rates of engagement than students

at other institutions. Other studies have found a

positive relationship between a student’s use of

technologies and self-reported gains in science and

technology, vocational preparation, and intellectual

development. Data from NSSE (National Survey of

Student Engagement) have repeatedly indicated that

student’s use of information technology is not only

strongly associated with measures of learning and

engagement such as academic challenge, active and

collaborative learning, and student-faculty interaction,

but also students who more frequently use technology

report greater gains in knowledge, skills, and personal

growth.

Research in many instances has linked technology

with educational outcomes and learning [6, 7]. For

decades a number of researchers have argued

convincingly that any link between technology and

learning is indirect at best. The United State’s federal

government’s (now-defunct) Office of Technology

Assessment concluded an argument that it is becoming

increasingly clear that technology, in and of itself, does

not directly change teaching or learning. Rather, the

critical element is how technology is incorporated into

instruction and class rooms were examined in this

study [8].

Richard Clark, Kenneth Yates, Sean Early, Kathrine

Moulton, and Ra’Ed QaQish provided an excellent

brief overview of these arguments, while Clark

provided an in-depth, book-length review. These

arguments typically focus on the pedagogical changes

that inevitably accompany the introduction of

technology into the class or classroom, asserting that

pedagogical changes are responsible for changes in

learning, not the technologies themselves.

One explanation for the evident link between

technology use and positive educational outcomes

might be that use of technology often increases time on

task. A recent meta-analysis commissioned by the U.S.

Department of Education examined the relationship

between learning outcomes and online and hybrid

courses. The authors concluded that both online and

hybrid courses have a significant positive impact on

learning outcomes, with hybrid courses having a

greater impact [9].

In his 2004 analysis of students’ online habits, NSSE

researcher Thomas Nelson Laird [10] concluded that

“students who spend more of their time online for

academic purposes are likely to benefit to a greater

degree from their collegiate experience than other

students”.

Guidry and Brcka Lorenz suggested other means to

explore the relationship between academic

technologies and educational outcomes is to examine

the different ways that students and faculty in different

academic disciplines use technology. In American

higher education, academic disciplines and

discipline-based departments are “the foundation of

scholarly allegiance and political power, and the focal

point for the definition of faculty as professionals” [11].

2.1 The Objectives of the Study

The main objectives for the use of computers in

architectural education survey recognized and sought

after were namely:

(1) To identify the main key socioeconomic factor

that controls the extent of association between CAD

and architecture.

(2) To identify common trends in Architecture

schools across the Jordanian governorates to establish

whether there are any associations between them.

(3) To provide an insight on the recent development

in architectural education when integrated with CAD

education and schools of architecture in Jordanian

Universities.

2.2 The Structure of the Nation-Wide Questionnaire

Survey

The questionnaire was divided into six sections: (1)

A Comparative Analysis of CAD Management in Architectural Schools in Jordan

152

General information about the participating students.

(2) Demographics and socioeconomic factors. (3) The

overall CAD competency amongst students and staff.

(4) The program of study and CAD courses offered at

the students department. (5) The overall satisfaction of

students with CAD equipment, software and

laboratories in the department, and the current and

future departmental policies. (6) The use of social

network and new technologies in relation to CAD.

2.3 The Design & Methodology of the Nation-Wide

Questionnaire Survey

Participants and procedure: A nation-wide online

survey was distributed as the method to explore

computers’ use at schools of architecture in Jordan.

Data collection was conducted via an online

questionnaire.1 A cover letter was sent along with the

survey link to deans, heads of departments, professors

and students at the selected universities. A voluntary

random stratified sample was drawn from the 12

governorates of Jordan (Amman, Irbid, etc.). The 12

governorates’ stratified sample was represented by 13

academic institutions described in Fig. 2. The majority

of respondents (98%) were undergraduate students at

the bachelor level. The study examined the responses

from an online survey. Seventeen Jordanian

universities (17) were invited to participate in the

survey, but only thirteen (13) Jordanian universities

responded. Out of the 13 participating universities, six

are public institutions, six are private profit institutions,

and one is not-for-profit institution (Fig. 1). Two other

institutions voluntary participated, namely Alqudus

College, and Khawarzmi College. The final online data

file comprised of 276 responses from students,

answering the survey of which a set of twenty six (26)

questions focused on technology and its relation to

CAD. Due to the sample being one of convenience,

results may not represent the Jordanian population in a

statistically accurate manner. The survey originally

1 http://freeonlinesurveys.com/app/rendersurvey.asp?sid=oyea73buvepy1os56945.

intended to cover all departments of architecture,

design, art and visual communication in Jordan. The

CAD teaching in Jordan analytical Survey 2012 is still

an ongoing survey, in which additional four

universities are expected to participate in the

fall/winter of 2012, and perhaps additional students

may also wish to participate from previous universities.

This is the first ever online survey to be carried out

amongst universities in Jordan, in the field of

architecture and design, the complexity of the survey

rested in the following facts which ultimately endured

lots of hardship and extensive hours of follow up:

(1) The proximity and scattered distance between

universities in Jordan was a major obstacle; although it

is an online survey yet a one to one follow up with both

students and staff, which was carried out over a whole

month to insure high respondent rate.

(2) The formalities of some government universities

delayed the whole process of participating in the survey,

in fact some did not response as a result.

(3) English language barrier had made it impossible

for many students to participate; more emphasis was

directed towards students with good command of

English. This sheds light on the very important issue of

language and CAD. Is English an important factor in

CAD?

Consequently, for time limitation of this paper, the

current analysis had included only 270 responses from

the 13 institutions. The majority of students who

responded were females (144) (53.3%), with males

(126) forming (46.7%) (Fig. 2); the majority of that

age-group was between 21 to 23 years (Fig. 3), mainly

majoring in architecture, and architectural engineering.

It may indicate that this age group is simply either more

or responsive for future online surveys, is indeed eager

to provide good feedback on CAD issues, and also

should be considered a good target group for future

research. The responses for fields of study marked in

this survey were namely: architecture, architectural

engineering, interior architecture, interior design,

graphic design and visual communication.

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3. Conclus

The most

(1) The

teaching in

some highlig

the lack of C

methodologi

(2) A

Universities

Responses f

than privat

involvement

private ones

(3) The a

introduced C

A Compa

ctronic books.

ial network: Fa

sion

significant fi

study found

connection

ghted results

CAD improve

ies amongst s

strong ten

to get inv

from governm

te, indicatin

t amongst g

.

architectural

CAD course i

arative Analy

acebook, YouT

indings of thi

d traditional

with conven

were mainly

ment in curri

schools.

ndency amo

volved with

ment universi

ng a much

government u

schools have

into the curri

N

Unimp

Imp

Neve

ysis of CAD M

Tube.

is study are:

trends in C

ntional think

y concentrate

cula and teach

ongst Jorda

CAD resea

ities were hi

h more ser

universities

e not effecti

iculum in the

Not sure

Unimportant

some

Important

great

Never used

0

Not sure

portant

some

portant

great

er used

Management

CAD

king,

ed in

hing

anian

arch.

gher

rious

than

ively

e last

fifte

wor

(4

fem

(

Tos

(

thro

Ske

(

equ

lapt

(

com

self

0

20

in Architectu

een years

rld-wide [12]

4) The maj

males (144) (5

5) The top

shiba (12.2%)

6) The CAD

oughout univ

etch-up, and A

7) The study

uipment’s as

tops over univ

8) The stud

mpetent in C

f-taught or

50

40 60

ural Schools i

compared

.

jority of stu

53.3%).

laptop brand

) and Dell (7.

packages fou

versities wer

Adobe Suite.

y has reveale

more stude

versities’ com

dy revealed t

AD due to t

had trained

100

80

in Jordan

with CAD

udent respon

ds used were

.8%).

und to be mos

re AutoCAD

ed weakness

ents preferred

mputers.

that most st

the fact they

at a cente

integration

ndents were

e HP (17%)

st highly used

D, 3D Max,

in CAD lab

d their own

tudents were

y either were

er indicating

n

e

)

d

,

b

n

e

e

g

A Comparative Analysis of CAD Management in Architectural Schools in Jordan

161

weakens in teaching CAD at universities.

(9) The importance of new technologies, electronic

book, and the social network aspects in enhancing

CAD and 3D modeling software integration with the

design studio was affirmed yet no relationship to the

gender was noted.

(10) The survey revealed that there is a great since of

enthusiasm and hope amongst the Jordanian

universities. In fact, the respondents implied a great

level of commitment to improve CAD in architecture

school.

(11) Future studies are needed to investigate this

important issue, and look into means and methods to

improve CAD teaching in architecture schools, in order

to counterpart the standards of technological

advancement worldwide.

(12) It is noted that new direction of research should

shed light on other areas of CAD teaching that have

been neglected yet may have had strong implications

on CAD integration, namely: CAD enhancement

training programs for staff and students effectiveness,

the impact of new software like RIVET, Microstation

and ArchiCAD on design studio, and the lack of

understanding in complexity and intensity of CAD

integration in design studios during design process.

(13) The importance of investigating the

interdisciplinary areas of design (sustainability, new

technologies, new materials and construction) when

integrated with architectural design and how they are

being dealt with during CAD application management.

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