Interior Design Faculty Intentions to Adopt Distance Education

Abstract

The purpose of this study was to assess whether behavioral modeling (via CD‐ROM demonstration) could affect a change in interior design educators' perceptions of distance education. The diffusion of innovations conceptual framework suggests that perceptions of an innovation's attributes will predict an individual's intent to adopt that innovation; using the diffusion of innovations framework suggest a manner to assess the acceptability and adoption of distance education by faculty members teaching in the arts. Little research has been conducted to assess distance education, or to better understand the limited participation in distance education efforts by faculty members in the arts (Abacus Associates, 2000). The sample for this study included 67 self‐selected interior design faculty members from across the United States who had no previous experience with distance education. A Solomon four‐group experimental design was used with a questionnaire that addressed the attributes (i.e., relative advantage, compatibility, trialability, complexify, and observability) of an innovation (i.e., distance education) and assessed intent to adopt that innovation. A 15–minute CD‐ROM presentation demonstrating Web‐based studio instruction served as the experimental treatment. Findings indicated that four components of this study—relative advantage, compatibility, trialability, and intent to adopt—have significant impact on interior design educators' perceptions of distance education. Changes and strategies that may reduce educators' resistance to adopt distance education into interior design curricula are suggested.

Senior Interior Design Students’ Perceptions about Distance Learning in the Shadow of Covid-19

“…Distance learning has been defined as any learning process that separates students from educators whether by time or place, whereby various sorts of technology (such as video, audio, and computer technologies) are utilized to achieve learning goals. 14 Asynchronous and synchronous are two distinct communication approaches of distance learning models. 14 , 15 Asynchronous communication means that students are liberated from schedules, accessing their course materials at a time and place they prefer, through websites, dash/blackboard, broadcasts, and computer software.…”

“… 14 Asynchronous and synchronous are two distinct communication approaches of distance learning models. 14 , 15 Asynchronous communication means that students are liberated from schedules, accessing their course materials at a time and place they prefer, through websites, dash/blackboard, broadcasts, and computer software. 14 In this type, students have flexible time and can take the class from any location, an advantage that allows students to organize their schedules according to their own convenience.…”

“… 14 , 15 Asynchronous communication means that students are liberated from schedules, accessing their course materials at a time and place they prefer, through websites, dash/blackboard, broadcasts, and computer software. 14 In this type, students have flexible time and can take the class from any location, an advantage that allows students to organize their schedules according to their own convenience. Synchronous communication, on the other hand, is the pre-scheduled form of distance learning, according to which the educator sets a time to meet and interact with students even if they are separated geographically.…”

“…Synchronous communication, on the other hand, is the pre-scheduled form of distance learning, according to which the educator sets a time to meet and interact with students even if they are separated geographically. 14 This approach, which increases learning effectiveness over in-person learning, facilitates student-student or student-educator interaction by arrangement of one-on-one dialogues or group projects. Types of education that focus on communication with others and collaboration on group projects may enhance and help implement learning strategies such as case study analysis and critical thinking.…”

“… 31 Another study noted that educators as well are more reluctant to implement the distance learning model in their courses, voicing their concern about changing the traditional institutional strategies and the number of students per classroom. 14 …”