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Blended learning in design education: An analysis of students' experiences within the disciplinary differences framework
ARTICLE

, , Bilkent University

Australasian Journal of Educational Technology Volume 30, Number 1, ISSN 0814-673X Publisher: Australasian Society for Computers in Learning in Tertiary Education

Abstract

Blended learning has already become an indispensable part of education in many fields. However, the majority of existing research on blended learning has assumed homogeneity of disciplines. This study suggests that research highlighting disciplinary effects and differences is much needed to effectively develop courses and tools consonant with the characteristics of each discipline. To help close this research gap, this paper focuses on design education and analyses student experiences in a “blended design studio” that combined the Moodle learning management system, live videoconferencing, and social networking media (Facebook) with traditional face-to-face learning (design studio). Students’ perceptions of the methods and tools were elicited through structured and open-ended questions and qualitative variations in responses were categorised. Subsequent quantitative analysis revealed that the characteristics of soft-applied fields require customisation in blended courses and educational system designs in several ways.

Citation

Pektas, S. & Gurel, M. (2014). Blended learning in design education: An analysis of students' experiences within the disciplinary differences framework. Australasian Journal of Educational Technology, 30(1),. Australasian Society for Computers in Learning in Tertiary Education. Retrieved September 22, 2019 from .

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