Re-visiting the flipped classroom in a design context

Coyne, Richard; Lee, John Y.K.; Petrova, Denitsa

doi:10.5204/jld.v10i2.281

Cited by 10 publications

(12 citation statements)

References 14 publications

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“…Looking at particular elements of the flipped classrooms in design education, Coyne et al. (2017) explored video use in depth.…”

Section: Blended Learning In Design Educationmentioning

confidence: 99%

“…They see the benefits of delivering the lectures online in the variety of video formats that can be used which go beyond a voiced-over PowerPoint presentation and can also include interviews conducted with professionals. Coyne et al. (2017) used 10–15-min videos in their blended learning trial which they predicted would remain current for a couple of years.…”

Section: Blended Learning In Design Educationmentioning

confidence: 99%

“…Design educators developed various strategies to keep students engaged throughout the semester by connecting online lecture videos with tutorial content. Coyne et al. (2017) provided a 20-min mini-lecture at the beginning of each face-to-face class which summarized the video content students were required to watch at home.…”

Section: Blended Learning In Design Educationmentioning

confidence: 99%

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Hands-on versus virtual: Reshaping the design classroom with blended learning

Fleischmann

2020

Arts and Humanities in Higher Education

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The heart of design studio teaching is traditionally linked to one-on-one teaching activities and to the exchange of feedback prompting many design educators to think it does not lend itself to online delivery. This study explored how design educators can translate the essence of design studio pedagogy into a blended learning environment. The four-year study involving 119 first-year undergraduate design students reports on the development, implementation, and iteration of a blended learning experience in an introductory design subject. The subject followed a flipped classroom model where video lectures, software tutorials, and additional readings were delivered online through a Learning Management System; practical face-to-face tutorials allowed students to work on their projects, present their work, and engage in the dialogical learning process. Student and design instructor feedback was collected to evaluate the changes and overall effectiveness of the design of the blended learning experience, which proved to be effective.

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“…Looking at particular elements of the flipped classrooms in design education, Coyne et al. (2017) explored video use in depth.…”

Section: Blended Learning In Design Educationmentioning

confidence: 99%

Section: Blended Learning In Design Educationmentioning

confidence: 99%

Section: Blended Learning In Design Educationmentioning

confidence: 99%

See 1 more Smart Citation

Hands-on versus virtual: Reshaping the design classroom with blended learning

Fleischmann

2020

Arts and Humanities in Higher Education

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“…Following suggestions by Coyne, Lee, and Petrova (2017), who used online videos effectively in a flipped classroom model for design education, the design educators recorded lectures running 8 to 15 minutes per video. During recording, design educators talked directly to the camera using a personal, enthusiastic, and friendly tone-often employed in the studio setting-to connect with student viewers, as is recommended by Brame (2016).…”

Section: The Online Lectures: Creating An Engaging Viewing Experiencementioning

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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“…(Brame, 2016) suggested using shorter videos (6 minutes or less) to cater to students' attention spans. (Coyne, Lee, and Petrova, 2017) discovered that students become easily overwhelmed when too many choices are offered.…”

Section: A Suggested E-learning Structure For Visual Design Subjectsmentioning

confidence: 99%

منهجیات التعلم الإلکترونی لتعلیم التصمیم المرئی

عثمان¹

2020

مجلة العمارة والفنون والعلوم الإنسانیة

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Digital technologies in E-Learning are reshaping the way visual design subjects are taught. Many visual design educators believe it is difficult to teach design online because of studiobased interactions. Is visual design one of those disciplines that cannot be taught online because of the studio culture? This paper explores that question by investigating E-Learning methodologies of teaching online visual design subjects. The main objectives of this paper: to provide a general theoretical framework of the different methodologies used in E-Learning for visual design, to highlight the main approaches and scenarios of E-Learning in visual design education, and to suggest an E-Learning structure for visual design subjects. The significance of this paper is to present different online teaching methodologies that improve the E-Learning of visual design subjects. To encourage educators to give consideration in using online teaching methodology for their course ideally. This paper follows the descriptive and theoretical methods to investigate the E-Learning methodologies used in teaching visual design. The problem of this paper can be formulated in these questions: Can a traditional design course be transformed into a fully online learning experience? What are the platforms of E-Learning? What are the approaches and scenarios of E-learning used in visual design education? What are the methodologies used in E-Learning for visual design subjects? Can we suggest an E-Learning structure suitable for visual design subjects? The main results of this paper: In the visual design online education students become self-reliant, unlimited exposure to peer progress is possible, and immediate feedback is possible. The design of an E-Learning for visual design subjects should involve using a combination of the methodologies which are Expository Methodologies, Application Methodologies, and Collaborative Methodologies, to maximize the students' benefits.

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Re-visiting the flipped classroom in a design context

Abstract: Abstract

Cited by 10 publications

References 14 publications

Hands-on versus virtual: Reshaping the design classroom with blended learning

Hands-on versus virtual: Reshaping the design classroom with blended learning

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 ?

منهجیات التعلم الإلکترونی لتعلیم التصمیم المرئی

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