The increasingly widespread use of iPads in higher education (HE) brings to the forefront questions about the contribution of these computer tablets towards teaching and learning. However, there is a noticeable gap of research on the instructional potential of iPads in HE. This paper describes the first stage of a research project on the use of iPads in undergraduate art and design disciplines, and is a collaboration between the research lab “Networked Learning Technologies in Art and Design” at Cyprus University of Technology, and the “Centre for Pedagogic Research” at Falmouth University in England. The participants from both institutions provided a student‐centred perspective, and the qualitative analysis (phenomenography) revealed varied perceptions. Based on the findings of this project, the implication is that there are a number of challenges and obstacles in embedding the use of iPads in art and design education. Further research in the second stage of this collaborative research will investigate the views and motivations of art and design faculty.A video abstract of this article can be viewed at https://www.youtube.com/watch?v=ZBXnuVJ8eBY
This paper investigates the perceptions about creativity and Social Networking Sites (SNS) among undergraduate design students. This is an under-researched area, and the use of phenomenography to examine this topic was deemed appropriate due to the objective of the study, which is to unpack the spectrum of views (referential aspects) and the respective causes (structural aspects) of the latter. The literature on creativity provides different perspectives on what can foster it. There is a lack of a commonly agreed definition of what creativity is. However, there is no dispute about the potential instructional benefits of SNS. The outcomes of this study suggest that there is a relationship between on the one hand the limited perceptions of SNS vis-a-vis creativity and on the other hand the lack of exposure to instructional strategies that embed in a systemic and effective manner the use of SNS in teaching and learning. If design education is to benefit from the synergies between creativity and SNS, it is suggested that instructional design needs to embed and explore in design curricula the use of SNS in a manner that promotes higher order thinking competencies and skills.
In 2020, the coronavirus outbreak and the second wave that followed this outbreak compelled Higher Education (HE) institutions worldwide to cancel campus-based teaching and conduct a variety of lessons remotely. This transition was implemented in a short period because it was deemed necessary to maintain continuity of teaching and learning provision. Even in ordinary times, i.e. in periods that do not necessitate a hurried implementation of remote learning, several challenges are associated with distance education. The objective of this paper is to critically consider whether this rapid transition from traditional modes of teaching and learning to online delivery was effective and what issues emerged from the learners' perspectives. Specifically, this study focuses on a public university in Cyprus that previously to the pandemic predominantly offered face-to-face teaching. Data was gathered through an online questionnaire (n=86), and a thematic analysis was undertaken to determine the learners' perspectives on the rapid transition to online learning. The results of this investigation indicate that the learners were confronted with a variety of challenges ranging from pedagogical to technical. It is argued that to a large extent these challenges can be resolved by addressing the professional development of academic staff regarding teaching and learning online.
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