Perceptions of Collaboration Amongst Novice Design Students

Abstract

This chapter presents a case study of a large common first year unit/subject in a major Australian university. The unit introduces students to the theory and practice of design through a learning environment that is brief and intense; being delivered in block mode over just four days, and being free of other academic commitments. Students choose from one of two concurrent environments, either a camping field trip or an on-campus alternative, and work in mixed discipline groups of six to nine students, on two sequential design projects. Participant survey and reflective journal data are used to analyse student perceptions of the learning activities and to establish the pedagogical success of learning about collaboration through the act of collaborating; specifically through a project-based design environment. The data supports the hypothesis that groups that emotionally engaged with collaboration and collaborated more effectively achieved higher academic grades.

Students’ perception of risks in computer-supported collaborative design teams

“…For the purpose of this study, a risk is defined as any factor which creates uncertainty about the outcome and has the potential to have a negative impact on any given project (Aven & Renn, 2009). Crowther et al, (2017), Kiernan et al, (2017) and Tang & Hsiao, (2013) discovered similarities between risks identified in design education and general education. Kiernan et al, (2017) examined the collaboration between groups of first-year Bachelor students, Master's students, and professional designers with varying levels of experience.…”

“…Furthermore, Kiernan suggests that a lack of experience may also contribute to the risk's occurrence. Crowther et al, (2017) agreed that communication was a key risk factor but argued that the lack of positive relationships posed greater risks to the project outcome. Crowther agrees with Johnson et al, (2007) by suggesting that a strong relationship is required to foster an environment that allows students to share information and express their opinions.…”