Exploring the effectiveness of blended learning in interior design education

Afacan, Yasemin

doi:10.1080/14703297.2015.1015595

Cited by 31 publications

(26 citation statements)

References 14 publications

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“…Students are experiencing pleasure, fun, and excitement while learning ballet skills (Ryan and Deci, 2000). BL approach created a positive and productive learning environment as the FTF approach while contributing to the teaching process Afacan, (2016). Computer network technology has brought tremendous changes to people's life (Le, 2011).…”

Section: Discussionmentioning

confidence: 99%

Blended Learning: A New Approach to Teach Ballet Technique for Undergraduate Students

Bayyat

2020

Turkish Online Journal of Distance Education

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This study aims to investigate and compare the effect of the Blended Learning (BL) approach to Face to Face (FTF) teaching method on students' level of performance and sport participation motivation level. It is a qualitative study using the quasi-experimental method and applying the pre-test/post-test two-groups design model. The participants of this study were 40 female undergraduate students of School of Physical Education/University of Jordan. They were beginners enrolled in ballet classes with no previous experience in ballet; 18 students attended the FTF ballet class (control group), and 22 students attended the BL ballet class (experimental group). Skill performance tests and Sport participation Motivation Scale SMS-28 were used to collect the study's pre and post data. The data were then analyzed using descriptive analysis. The results of this study revealed no significant differences between teaching strategies in relation to students' level of performance. On the other hand, significant differences occurred in post-tests of students' motivation level in favor of the BL group. All intrinsic and extrinsic motivation subscales except for amotivation were significantly different in favor of BL classes. In conclusion, BL proved to be an efficient and convenient methodology in terms of enhancing students' level of performance and boost their motivation for sports participation.

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Section: Discussionmentioning

confidence: 99%

Blended Learning: A New Approach to Teach Ballet Technique for Undergraduate Students

Bayyat

2020

Turkish Online Journal of Distance Education

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“…Researchers also suggest that the key to the successful implementation of online collaboration in design depends on high student participation rates and quick instructor feedback (Bender & Vredevoogd, 2006). Investigators Afacan (2016) and also Power and Kannara (2016) found that ease of navigation and well-designed modules are critical to the success of student-centric virtual studios. Investigators also found that training on internet tools positively impacts both student and teacher engagement in the course material; the smooth operation of technology platforms and tools can make or break a blended or online design class (Power & Kannara, 2016).…”

Section: What Can Be Learned From Existing Research Specific To Onlinmentioning

confidence: 99%

From studio practice to online design education: Can we teach design online? | De l’enseignement pratique en studio à l’enseignement en ligne : peut-on enseigner le design en ligne ?

Fleischmann

2019

CJLT / RCAT

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Digital technology is reshaping the way higher education subjects are taught, including design. Various design disciplines use studio teaching as a pedagogy to educate students for professions in art and design. Studio teaching bases a high premium on face-to-face interactions which guide learning through dialogue and feedback on individual work. Many design educators believe it is difficult or even impossible to teach design online because of studio-based interactions. Is design one of those disciplines that cannot be taught online because of the studio culture? This study explores that question by investigating the effectiveness of teaching design subjects that employ a virtual classroom to manage peer-to-peer critiques, instructor feedback, and assignments. Twenty-eight first-year students participated in two online design subjects that required them to interact with fellow students and the design instructor via a Learning Management System. The experienced benefits and challenges of students and instructors are presented, and future research is highlighted.La technologie numérique transforme la façon dont sont enseignées les disciplines de l’éducation postsecondaire, y compris le design. Différentes branches du design se servent de l’enseignement en studio comme pédagogie permettant de former les étudiants pour les métiers des arts et du design. L’enseignement en studio accorde une importance considérable aux interactions en personne qui orientent l’apprentissage par l’entremise du dialogue et de la rétroaction offerte sur le travail individuel. De nombreux enseignants de design croient qu’il est difficile, voire impossible, d’enseigner le design en ligne à cause des interactions en studio. Le design est-il l’une de ces disciplines que l’on ne peut pas enseigner en ligne à cause de la culture des studios? Cette étude explore la question en investiguant l’efficacité de sujets qui étudient le design à l’aide d’une salle de classe virtuelle, qui sert à gérer les critiques entre les pairs, les rétroactions de l’instructeur, ainsi que les travaux à effectuer. Vingt-huit étudiants de première année ont pris part à deux cours de design en ligne qui exigeaient d’eux qu’ils interagissent avec leurs camarades et avec l’instructeur par l’entremise d’un système de gestion de l'apprentissage. Les avantages et les défis dont les étudiants et les instructeurs ont fait l’expérience sont présentés, et des pistes sont proposées pour des études futures.

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“…Hybrid learning increases the effectiveness of interaction and expands the network in the learning process, even all students and collaborators can network with the business world as source mobilization [14]. In the Indonesian context, quipper as a hybrid learning media has been used in research and provides more value to instructional teachers [15,16].…”

Section: Introductionmentioning

confidence: 99%

Hybrid Learning for Education Inclusion

Prabowo¹,

Hufad²,

Tarsidi³

et al. 2019

Proceedings of the 2nd International Conference on Educational Sciences (ICES 2018)

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The purpose of this study was to determine the effect of applying hybrid learning through Quipper media on improving mastery of 2013 curriculum specialization material in inclusive schools. The research method used was a quasiexperimental research design with a control group design pretest random pretest. The study sample was a class X student in one of the senior high school inclusive in the city of Bogor with a random sampling technique. From the results of the study, it can be concluded that Quipper's media improved the mastery of students' concepts better than Edmodo's media in inclusive schools.

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Exploring the effectiveness of blended learning in interior design education

Cited by 31 publications

References 14 publications

Blended Learning: A New Approach to Teach Ballet Technique for Undergraduate Students

Blended Learning: A New Approach to Teach Ballet Technique for Undergraduate Students

From studio practice to online design education: Can we teach design online? | De l’enseignement pratique en studio à l’enseignement en ligne : peut-on enseigner le design en ligne ?

Hybrid Learning for Education Inclusion

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