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Online education in design disciplines: factors influencing the interactive experience of group learning.

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Title: Online education in design disciplines: factors influencing the interactive experience of group learning.
Authors: Mao, Lei1,2,3 maolei98@outlook.com, Queiroz, Francisco1
Source: International Journal of Technology & Design Education. Nov2024, Vol. 34 Issue 5, p1903-1930. 28p.
Subjects: Online education, Design students, Design thinking, Design education, Artificial intelligence, School children, Teaching methods, British education system
Abstract: There has been much previous research into online group learning, but they have not been aware of or focused on the challenges that design disciplines encounter in terms of interaction when moving to online delivery. This qualitative study comprised 3 participatory design workshops and 22 one-to-one interviews that included a total of 34 teachers and students from the School of Design at the University of Leeds. Participants reported the challenges and feelings they encountered in online group learning during the COVID-19 pandemic. The study found that the interactive experience of group learning is mainly influenced by the size of the group, the layout of the platform interface, the teacher's management style and the conflict within the group, with more far-reaching discussions providing specific questions and subtle suggestions. The article's findings can inform future strategies for online group learning for students and teachers of design disciplines in design higher education institutions. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Technology & Design Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Engineering Source
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  Data: <searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br /><searchLink fieldCode="DE" term="%22Design+students%22">Design students</searchLink><br /><searchLink fieldCode="DE" term="%22Design+thinking%22">Design thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Design+education%22">Design education</searchLink><br /><searchLink fieldCode="DE" term="%22Artificial+intelligence%22">Artificial intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22British+education+system%22">British education system</searchLink>
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  Data: There has been much previous research into online group learning, but they have not been aware of or focused on the challenges that design disciplines encounter in terms of interaction when moving to online delivery. This qualitative study comprised 3 participatory design workshops and 22 one-to-one interviews that included a total of 34 teachers and students from the School of Design at the University of Leeds. Participants reported the challenges and feelings they encountered in online group learning during the COVID-19 pandemic. The study found that the interactive experience of group learning is mainly influenced by the size of the group, the layout of the platform interface, the teacher's management style and the conflict within the group, with more far-reaching discussions providing specific questions and subtle suggestions. The article's findings can inform future strategies for online group learning for students and teachers of design disciplines in design higher education institutions. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of International Journal of Technology & Design Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s10798-024-09882-w
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        Text: English
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              Text: Nov2024
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