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      • Faculty of Art, Design And Architecture
      • Department of Architecture
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      Blended learning in design education: an analysis of students' experiences within the disciplinary differences framework

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      Author
      Pektaş, Ş. T.
      Gürel, M. Ö.
      Date
      2014
      Source Title
      Australasian Journal of Educational Technology
      Print ISSN
      1449-3098
      Electronic ISSN
      1449-5554
      Publisher
      A S C I L I T E
      Volume
      30
      Issue
      1
      Pages
      31 - 44
      Language
      English
      Type
      Article
      Item Usage Stats
      123
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      72
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      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.
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      http://hdl.handle.net/11693/11454
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