Show simple item record

dc.contributor.authorPektaş, Ş. T.en_US
dc.contributor.authorGürel, M. Ö.en_US
dc.date.accessioned2015-07-28T11:57:42Z
dc.date.available2015-07-28T11:57:42Z
dc.date.issued2014en_US
dc.identifier.issn1449-3098
dc.identifier.urihttp://hdl.handle.net/11693/11454
dc.description.abstractBlended 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.en_US
dc.language.isoEnglishen_US
dc.source.titleAustralasian Journal of Educational Technologyen_US
dc.titleBlended learning in design education: an analysis of students' experiences within the disciplinary differences frameworken_US
dc.typeArticleen_US
dc.departmentDepartment of Architectureen_US
dc.citation.spage31en_US
dc.citation.epage44en_US
dc.citation.volumeNumber30en_US
dc.citation.issueNumber1en_US
dc.publisherA S C I L I T Een_US
dc.identifier.eissn1449-5554


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record