**3.1.2 Reluctance of e-learning use in architectural schools**

Virtual campuses are already established at most universities in the European Community, yet surprisingly e-learning is not yet widespread in architectural schools in Europe and is arguably still in its initial research phase. Although there are best practice examples where e-learning is replacing traditional study forms in other teaching disciplines, it has been found in the participating architectural faculties that there is a considerable resistance to elearning. Among various other concerns, there is a common doubt that e-learning can be as equally effective as traditional face-to-face architectural studio teaching and culture. This is not a problem related only to architectural education and has been addressed in other projects such as OMAET, a pioneer in offering online degree programs for mid-career education professionals (Stager, 2005). Here, learner-centred theories and practices built upon the writings of Vygotsky, Lave, Wenger, Piaget & Papert stress that the course

E-Learning in Architecture: Professional and Lifelong Learning Prospects 167

etc) search engine

**Communication Cooperation platform for didactics and curricula**

 mailing list links

document up/down-load

forum

**Virtual design laboratory**

import of data (especially 3D) from established programs for 3D modelling and design (dxf,

functionalities have to be already present after installation and easily used in VIPA courses)

the virtual lab has to be prepared with both end users and developers in mind (basic

**Repository of course materials and Software Tools - content management system (CMS)**

 database structure: course materials, course descriptions, software tools, shared documents tools for manipulation of files (up/down-load, deletion, modification, track changes, notes,

 automatic indexing of databases / lists according to search criteria (thematically, successively, alphabetically, similar media)

Choice of evaluators

 calendar journal/web log

 course summary online users glossary

 recent activity upcoming events

courses

class

 forum mailing lists

scripting

topics of the week/course

wiki

 The appointment of teaching staff European accreditation of titles, modules

modular student/teachers features

tools for teachers administering their

 video conferencing tools (possible use of existing external applications) audio conferencing tools (possible use of existing external applications) instant messaging (possible use of existing external applications)

creating of 3D primitives, mapping

personalization of the environment

3ds, dwg, etc.)

manipulation and modification of objects

 simple modular integration of additional tools working on different levels (novice, expert users)

interaction with other documents and programs

changing the virtual space parameters and behaviour

collaborative interaction and modification of spaces and forms

Table 1. VIPA e-learning platform components and functionalities.

 registration of students to courses tools for assessment/grading

**Tools for Course Management - learning management system (LMS)**

The organisation of VIPA as an institution in the future

The CLUSTER consortium is a possible model (www.cluster.org)

compensates for the lack of face-to-face contact between students and faculty "in ways that actually lead to greater intimacy and access" (Stager, 2005).
