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Creative education: the design of web-based learning environments for design students
Author(s)
Morris, Amanda S.
Date Issued
2012
Type
Thesis
Publisher
Cape Peninsula University of Technology
Abstract
The current studio based approach in design education is not enough to keep the
“new age” design students’ attention and a blended learning environment is needed
to facilitate student engagement. Multiple learning preferences exist within the design
classroom and design educators must consider this when designing a curriculum.
The research asked what the considerations were when designing the online
component of a blended learning environment to enhance the learning experience of
and engage design students? The areas of investigation included:
• The learning preferences in a specific group of graphic design students to see if
there are any predominant preferences,
• Whether the web-based learning environment enriched the learning experience
and whether students gained understanding of the dynamics of the intervention
• Whether there were links between learning preferences, online performance and
in-class performance and how we could use these links to design blended
learning materials that:
o Incorporate collaborative problem solving (Vygotsky, 1978)
o Encourage the building of design knowledge (Schon and Wiggins 1992)
o Help students move from the periphery of the community of practice to the
core (Wenger 1998)
o Simulate the world of work (Jonassen et. Al 1998)
o Consider the individual learning preferences of students and engages them
on multiple levels (Cazden et al 1996)
This research concluded that a blended learning environment is necessary in order
for design education to move forward and be inclusive. The new generation design
curriculum needs to stimulate at many different levels using multiple ways and media.
This multimodal stance in design education will afford students the opportunity to
become reflective knowledge builders who are able to solve problems collaboratively
and transfer existing knowledge to new contexts.
“new age” design students’ attention and a blended learning environment is needed
to facilitate student engagement. Multiple learning preferences exist within the design
classroom and design educators must consider this when designing a curriculum.
The research asked what the considerations were when designing the online
component of a blended learning environment to enhance the learning experience of
and engage design students? The areas of investigation included:
• The learning preferences in a specific group of graphic design students to see if
there are any predominant preferences,
• Whether the web-based learning environment enriched the learning experience
and whether students gained understanding of the dynamics of the intervention
• Whether there were links between learning preferences, online performance and
in-class performance and how we could use these links to design blended
learning materials that:
o Incorporate collaborative problem solving (Vygotsky, 1978)
o Encourage the building of design knowledge (Schon and Wiggins 1992)
o Help students move from the periphery of the community of practice to the
core (Wenger 1998)
o Simulate the world of work (Jonassen et. Al 1998)
o Consider the individual learning preferences of students and engages them
on multiple levels (Cazden et al 1996)
This research concluded that a blended learning environment is necessary in order
for design education to move forward and be inclusive. The new generation design
curriculum needs to stimulate at many different levels using multiple ways and media.
This multimodal stance in design education will afford students the opportunity to
become reflective knowledge builders who are able to solve problems collaboratively
and transfer existing knowledge to new contexts.
Additional information
Thesis (MTech (Graphic Design))--Cape Peninsula University of Technology, 2012
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