Blended learning in design education: an analysis of students' experiences within the disciplinary differences framework
Tasli Pektas, S.
Gurel, M. O.
Australasian Journal of Educational Technology
A S C I L I T E
Pektas, S. T., & Gurel, M. O. (2014). Blended learning in design education: An analysis of students' experiences within the disciplinary differences framework. Australasian Journal of Educational Technology, 30(1).
Please cite this item using this persistent URLhttp://hdl.handle.net/11693/11454
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.