A Quantitative Exploration of Student-Instructor Interactions Amidst Ambiguity

Cummings, Antonette T.; Tolbert, DeLean; Zoltowski, Carla B.; Cardella, Monica E.; Buzzanell, Patrice M.

doi:10.2307/j.ctv15wxp3j.23

Cited by 4 publications

(5 citation statements)

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“…Feedback is a primary component of social learning and CoPs (Cummings et al, 2016;Popescu, 2014). It is also strongly associated with processes in design and related areas (HCI, architecture, engineering) where real stakeholder participation, like user feedback, evaluations, expert reviews and studio critiquing are integral elements in the work cycle (Adams et al, 2016;Huet et al, 2007;Østergaard et al, 2018).…”

Section: Feedback In Educationmentioning

confidence: 99%

“…We used the coding scheme by Cummings et al (2016) to analyze the content of these posts as they aligned with our research objectives (design feedback). The scheme was developed by integrating earlier work: a) the scheme created by Marbouti et al (2014) that categorizes written feedback from peers on academic design projects and b) the typology espoused by Dannels and Martin (2008) that captures the genre of feedback in design critiques.…”

Section: Feedback Coding Schemementioning

confidence: 99%

“…The purpose of the analysis is thus to understand the nature of the cross-organizational feedback in Design studies and in turn, how it is experienced and processed by learners in the CoP (Cummings et al, 2016;Popescu, 2014). Feedback is significant also due to the fact that it's strongly associated with the practice of design and related disciplines (i.e.…”

Section: Introductionmentioning

confidence: 99%

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Design students meet industry players: Feedback and creativity in communities of practice

Mavri

Ioannou

Loizides

2020

Thinking Skills and Creativity

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This work investigates the social collaboration and creative outcomes of teams of learners in Higher Education (HE) Design studies, in the context of cross-organizational (university/industry) Communities of Practice (CoP). These refer to groups of people who share a common interest in a field and connect to co-create knowledge. The study focuses on the feedback delivered by the industrial members of the CoP through the means of collaboration technologies, to complement academic feedback. Findings have shown a twofold effect on learners. On the one hand, critical feedback on the deliverables increased both the time-pressure and the complexity of the work, affecting the teams' perception of their performances. On the other hand, feedback appeared to inspire better creative outcomes while improving the teams' metacognitive activity and learning regulation. Furthermore, it enabled learners to pragmatically realize their status within the broader geography of professional practice and reconfigure their achievement goals accordingly. These findings confirm the contribution of crossorganizational CoPs in HE and are discussed with reference to CoPs theory and modes of belonging as fundamental for learning and identity evolution.

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Section: Feedback In Educationmentioning

confidence: 99%

Section: Feedback Coding Schemementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Design students meet industry players: Feedback and creativity in communities of practice

Mavri

Ioannou

Loizides

2020

Thinking Skills and Creativity

View full text Add to dashboard Cite

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“…As shown by other studies (Crilly, 2015;Cummings et al, 2015;Schut et al, 2019), during Phase II, there was often an excessive fixation among the children on questions about details, which somehow blocked the production of new ideas. In this context, another observation is interesting: it appears that, irrespective of the resistance responses that emerged, the success of the project (in all six teams) was determined by the benevolent, collaborative atmosphere and a real sense of shared effort to complete the task.…”

Section: Discussionmentioning

confidence: 82%

“…Previous studies (Schut et al, 2019;2022) indicate that dialogues between peers are not always constructive, i.e., they do not always facilitate the generation of new ideas. Psychological analyses have shown that resistance often emerges when there is encouragement to improve the product of a given group project, the signs of which include describing the product rather than reflecting on it and trying to enhance it (Cummings et al, 2015;Schut et al, 2019). Importantly, peer feedback is received particularly negatively by team members, mostly rejected or ignored (Schut et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Analysis of the Refinement Stage in the Implementation of a Group Project by Primary School Second-Graders

Zbróg,

Bonar

2024

TNER

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This paper describes the Phase II results of qualitative research involving design teams of primary school second-graders divided as follows: designers (D) – the creators of a solution; clients (C) and executors (E) – helping to improve the project. The study aimed to observe and describe what questions and feedback stimulated new idea generation to improve the initial solution, addressing the following research question: What does a constructive dialogue between peers look like when developing a group project? The adopted research approach was based on educational team design (the case study method). Based on observations and peer conversations, the authors determined the conditions that facilitated constructive dialogue, and those that hindered the accomplishment of the group work in question.

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A model for enhancing creativity, collaboration and pre-professional identities in technology-supported cross-organizational communities of practice

Mavri,

Ioannou,

Loizides

2023

Educ Inf Technol

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This research proposes that technology-supported cross-organizational (university-industry) Communities of Practice (CoPs), which are integrated into the Design Studies curriculum in Higher Education, can foster robust university-industry collaborations. These can help bridge the reported gap between the actual versus the expected soft skills and personae of young graduates transitioning to the creative industries today. CoPs are groups of people who share a common interest in an area of ‘endeavor’ and connect to co-create competence in that area through their practice.This paper makes two overarching research contributions. First, it informs about the design, enactment, and evaluation of a student CoP in an undergraduate Design course which was expanded to include members from the industry as clients, alumni mentors, and expert evaluators. Drawing from rich empirical data, the paper explains the designed and emergent learning phenomena of CoP participation and its effects on the students’ creative and socio-epistemic outcomes, as well as their pre-professional identities. Second, it presents a governance model with three sets of actionable guidelines, namely the Set (technology), the Social (collaborative), and the Epistemic (learning) components. The entire body of work validates the critical interlocking of these components to form a robust social learning model that appropriates the complex practices of cross-organizational CoPs in Higher Education Design studies.

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A Quantitative Exploration of Student-Instructor Interactions Amidst Ambiguity

Cited by 4 publications

References 0 publications

Design students meet industry players: Feedback and creativity in communities of practice

Design students meet industry players: Feedback and creativity in communities of practice

Analysis of the Refinement Stage in the Implementation of a Group Project by Primary School Second-Graders

A model for enhancing creativity, collaboration and pre-professional identities in technology-supported cross-organizational communities of practice

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