Page 129 - Proceedings Collega2023

countries and learning how to work remotely and online. However, the disadvantage of remote learning
for heritage studies is the need for on-site experience that could only be gained by visiting the heritage
sites physically.

Figure 6
Process of Teaching and Learning

PRE-SITE VISIT Desktop Study Input Lectures Preparing Instrument Webinars SITE VISIT Data Collection On-Site Discussions POST-SITE VISIT Progress Presentations Book Preparation Video Documentary Drawings Exhibition Materials Webinars

PROJECT SITE YEAR
Bali 2013 * * * * * * * * * *
Bandung 2014 * * * * * * * * * *
Kota Bharu 2015 * * * * * * * * * *
Palembang 2017 * * * * * * * * * *
Johor Bahru 2018 * * * * * * * * * *
Georgetown 2019 * * * * * * * * * *
Taiping 2022 * * * * * * * * * * * *

Another critical process during the site visit is the on-site discussions. Discussions are held for
students to present their findings and their early analysis. On-site discussions are crucial to ensure that
students can reflect and process their data while they are still immersed in the site and to review the next
day's data collection process (refer to Figure 7). Discussions have been integral to all projects, as critical
thinking, analysis, and synthesis begin during the site visit. Students use their maps, sketches,
photographs, and data from interviews and surveys to share and reflect on the heritage sites' conditions,
potentials, and challenges from various attributes. The attributes are documented and analysed from the
site's history, natural features, public spaces and green spaces, urban morphology, architectural styles,
landmarks, people and culture, views and senses, and others that may be specified depending on the site's
uniqueness. Although much of the fieldwork's process and flow have been planned before the visit, the
projects adopt a flexible and adaptable approach that can be refined along the way.

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