Downloads
DOI:
10.31182/cubic.2021.4.037Keywords:
blended learning approach, design studio pedagogy, student learning experience, student perception, meaningful feedbackAbstract
Technological developments have brought profound challenges to design education. To understand how design educators adapt to new technological directions, this article examines student feedback from advertising design courses that apply blended learning approaches. This study identified three blended learning strategies conducive to meaningful learning: timely and meaningful feedback; engagement with real world tasks; and support from expert tutors. This article also discusses potential resistance and challenges in implementing instruction in blended technological environments.
How to Cite
Published
Issue
Section
References
Beetham, Helen, and Rhona Sharpe. Rethinking Pedagogy for a Digital Age: Designing for 21st Century Learning. London: Routledge, 2013.
Boud, David, and Michael Prosser. “Key Principles for High Quality Student Learning in Higher Education: A framework for Evaluation.” Educational Media International 39, no. 3 (2002): 237-245.
Brook, Christopher, and Ron Oliver. 2004. “Online Learning Communities: Exploring the Impact of Group Size on Community Development.” Paper presented at Ed-Media 2004, World Conference on Educational Multimedia, Hypermedia & Telecommunications, Lugano, Switzerland, June 21-26, 2004.
Creswell, John W. Qualitative Inquiry and Research Design: Choosing among 5 Traditions. San Francisco, CA: Sage Publications, 2013.
Fischer, Thomas. “The Past and Future of Studio Culture.” Appeared in the October 15 2004 issue of ArchVoices.
Garrison, Randy D., and Heather Kanuka. “Blended Learning: Uncovering its Transformative Potential in Higher Education.” Internet and Higher Education 7, no. 2 (2004): 95–105.
Herrington, Jane, Tom C. Reeves, and Ron Oliver. “Creating Authentic Learning Environments through Blended Learning Approaches.” In Handbook of Blended Learning: Global Perspectives, Local Designs, ed. Curtis Bonk and Charles Graham. (New York: Jossey Bass, 2005), 502-517.
Hokanson, Brad. “The design critique as a model for distributed learning.” In The Next Generation of Distance Education, Boston: Springer, 2012.
Kintu, Justice M., Chang Zhu and Edmond Kagambe. “Blended Learning Effectiveness: The Relationship between Student Characteristics, Design Features and Outcomes.” International Journal of Educational Technology in Higher Education 14, no.7 (2017). DOI 10.1186/s41239-017-0043-4
Ma, Henry. “Study of Blended Learning Approach for Project-Based Learning.” Paper presented at the Asia-Pacific Social Sciences Conference, Kyoto, Japan, November 22-24, 2015.
Markoff, Monique. “Blended Learning and the Future of Education.” Youtube TEDx Talks. Published on May 6, 2014. https://www.youtube.com/watch?v=Mb2d8E1dZjY.
Meyer, Katrina A. “Face-to-face versus Threaded Discussions: The Role of Time and Higher-order Thinking.” Asynchronous Learning Networks 7, no. 3 (2003): 55–65.
Mitcham, Carl. “Dasein versus design: The problematics of turning making into thinking.” International Journal of Technology and Design Education 11, no.1 (2001): 27-36.
Moustakas, Clark. Phenomenological Research Methods. London: Sage Publications, 1994.
Oh, Jae E., Jeffrey C. F. Ho, Chris Shaw, and Justin Chan. “Engaging Creative Media Students’ Motivation: The Influence of Autonomy, Peer Relationships, and Opportunities in the Industry” World Journal of Education 8, no. 6 (2018). https://doi.org/10.5430/wje.v8n6p1.
Picciano, Antony G., Charles D. Dziuban, and Charles R. Graham. Blended Learning: Research Perspectives. Volume 2. New York: Routledge, 2013.
Ruhl, Joe. “Teaching Methods for Inspiring the Students of the Future: What’s love got to do with it?” Youtube TEDx Talks. Published on May 27, 2015. https://www.youtube.com/watch?v=UCFg9bcW7Bk.
Sanders, Elizabeth B. N., and Pieter J. Stappers. “Co-creation and the New Landscapes of Design.” CoDesign 4, no.1 (2008): 5-18.
Wenzel, Thomas J. “AC Educator: Using mistakes as learning opportunities.” Analytical Chemistry 74, no.15 (2002): 439-4