An Evaluation of Applying Blended Practices to Employ Studio-Based Learning in a Large-Enrollment Design Thinking CourseReport as inadecuate




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Contemporary Educational Technology, v6 n4 p260-280 2015

DSGN110 was a multidisciplinary course teaching first year students enrolled in in a variety of majors about design thinking. The course is offered for the majors of architecture, landscape architecture, interior design, community and regional planning, along with computer science and business students. By blending face-to-face and online instructional strategies, desired practices and learning outcomes associated with the more intimate nature of studio-based learning and learning through action were scaled and achieved in the large enrollment course. The quantitative analysis of the pre and post survey revealed significant change across all constructs and the qualitative data analysis supported these findings, demonstrating that a blended course design utilizing collaborative technology platforms offered an innovative solution to teaching and learning in a manner reflective of a studio-based pedagogy.

Descriptors: College Freshmen, Blended Learning, Design, Outcomes of Education, Large Group Instruction, Interdisciplinary Approach, Mixed Methods Research, Educational Technology, Instructional Design, Class Size, Student Surveys, Pretests Posttests, Thinking Skills, Empathy, Concept Formation, Teamwork, Self Esteem, Student Empowerment, Active Learning

Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor[at]cedtech.net; Web site: http://www.cedtech.net





Author: Brown, Sydney E.; Karle, Sarah Thomas; Kelly, Brian

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=153&id=EJ1105646



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