The findings revealed six (6) significant themes
Research gap analysis derived from 3 education papers in our local library.
The gap
The findings revealed six (6) significant themes, including “Limited Knowledge & Skills on Other Available online platforms/Technology teaching,” “available gadgets in online classes,” “Available Internet Connectivity, Unsteadiness and Low
Evidence profile
Sourced from the abstract of the source papers, classified as general, drawn from work published between 2005 and 2021, spanning 2 journals. Those papers have been cited 19 times in total.
Research trend
Established — well-defined area with open sub-problems.
Supporting evidence — 3 representative gaps
- Microprocessor Course in a Virtual Classroom Perspectives from Technology Students in a State University in the Philippines (2021) · Turkish Online Journal of Qualitative Inquiry
The findings revealed six (6) significant themes, including “Limited Knowledge & Skills on Other Available online platforms/Technology teaching,” “available gadgets in online classes,” “Available Internet Connectivity, Unsteadiness and Low speed of Internet connection,” “Lack of human interaction and communication” Experiencing stressful atmosphere,” and “Favorable to Face-to-face learning and Online learning.
generalabstractevidence 5/5Keywords: available online internet face learning revealed significant themes including limited knowledge skills platforms technology teaching - If There Is No Significant Difference, Why Should We Care? (2005) · The Journal of Educators Online · cited 10× · doi
The three primary obstacles to integrating technology with education in these disciplines are identified as: 1) the limited evidence of online education in the fields of architecture and design (Sagun, Demirkan, & Goktepe, 2001); 2) the reluctance of design educators to teach in an online environment (Bender & Good, 2003); and 3) the lack of multidisciplinary coursework currently available between architecture, design, and other related fields (IIDA Report, 1998).
generalabstractevidence 5/5Keywords: design education online fields architecture three primary obstacles integrating technology disciplines identified limited evidence sagun - Developing a Collaborative Multidisciplinary Online Design Course (2005) · The Journal of Educators Online · cited 9× · doi
The three primary obstacles to integrating technology with education in these disciplines are identified as: 1) the limited evidence of online education in the fields of architecture and design (Sagun, Demirkan, & Goktepe, 2001); 2) the reluctance of design educators to teach in an online environment (Bender & Good, 2003); and 3) the lack of multidisciplinary coursework currently available between architecture, design, and other related fields (IIDA Report, 1998).
generalabstractevidence 5/5Keywords: design education online fields architecture three primary obstacles integrating technology disciplines identified limited evidence sagun
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