Online design education: Searching for a middle ground

Fleischmann, Katja

doi:10.1177/1474022218758231

Cited by 51 publications

(56 citation statements)

References 24 publications

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“…Design studio classes are commonly taught in smaller groups of up to 20 students (Crowther, 2013;STP, 2009), so most of the larger sample sizes in the literature involve blended learning subjects, where digital technology is specifically used to cope with larger-sized, often geographically dispersed, design classes. Blended learning seems to be a middle ground to introduce online elements to design classes (Fleischmann, 2018a(Fleischmann, , 2018b with various educators trialling social media platforms like Facebook as a collaborative and communication tool. But these trials do not offer students a completely online experience.…”

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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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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“…Technological advancements, especially cloud storage and faster internet connections, are now making team project software more available to design students, who are already accustomed to using social media platforms outside the classroom (Fleischmann, 2018). More affordable cloud-based communication can now be accessed via file sharing tools (e.g.…”

Section: Blended Versus Online: Can Design Be Taught Over the Net?mentioning

confidence: 99%

“…Research that monitored the effectiveness of new these technology-enhanced learning approaches showed that design students overwhelmingly support a blended learning approach to their studies rather than online (Fleischmann, 2018). Student feedback highlighted key points in architecting an effective online design course which also apply when using online components to augment a blended learning environment.…”

Section: Technology-enhanced Learning In the Design Classroom: The Study Contextmentioning

confidence: 99%

“…Students also commented on the limitations of social media in facilitating online collaboration. The study (Fleischmann, 2018) suggested the need to explore more engaging and effective online software which, for example, allows students to provide in-context feedback and annotate designs in real time and faster iterations. This is line with findings from Cho, Cho and Kozinets (2016) who suggest that the design studio could be more effectively augmented through visually supported communication and collaboration to allow design students to successfully engage in collaborative teamwork via an online platform.…”

Section: Technology-enhanced Learning In the Design Classroom: The Study Contextmentioning

confidence: 99%

“…The research presented in this paper is part of a larger study which explores the attitudes of undergraduate design students towards the idea of studying their design degree fully online (Fleischmann, 2018). This part of the study is a hands-on exploration of the effectiveness of a commercial freeware product that supports the visual, iterative design process in an online collaborative environment in a blended learning design class.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The Online Pandemic in Design Courses: Design Higher Education in Digital Isolation

Fleischmann¹

2020

The Impact of COVID19 on the International Education System

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esign education is at the crossroads of re-defining itself in the midst of the COVID pandemic. Design educators are now part of a global movement to work in isolation through web-based communication and collaboration tools, which are also at the heart of a decentralised workforce encountered in the design profession. With its social isolation requirements, many universities have closed down their physical classes and lecture halls and have required educators to abruptly transition their courses to an online delivery. Although this transition is not universally endorsed, it has forced the hand of design educators who have been reluctant to jump into the online world with both feet. As the literature reveals, many blended learning solutions have been trialled but few design educators have made online teaching and learning an ongoing building block of their design courses. This chapter examines the outcomes of this foundational shift from face-to-face design studio teaching to online by surveying design students and educators at an Australian university. The results are surprisingly optimistic but there are challenges that need to be addressed by institutions to make this transition work in the post-pandemic world. The central research question is: Will design educators who are now working in an online environment go back to the physical classroom and lecture halls once the pandemic restrictions ease? Or is online design education now a central part of the design curriculum?

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