Abstract
Applied design education was required to replicate the socially constructivist structure through digital tools due to Covid-19 Pandemic. However the effects of the distant design education over the students’ learning experience is not stated yet. For this reason, this study aims to discuss how the affective learning outcomes, creative and design self-efficacy and visual literacy level, of design students. Within this framework, the effects of distance education in the scope of introduction to industrial design course was indicated and discussed through reflections and self-evaluation surveys. The study was held with 26 1st year industrial design students in the fall semester of 2020-2021 academic year. Digital collaboration tools on the students’ perspective provides a ground for socialization and group work, simultaneously supporting distant collaboration in the educational perspective. This interaction comes forward as a motivational support for students, more importantly leads to an increased level of self-awareness in various layers of learning.
Keywords
distance learning, design education, design collaboration, self-efficacy, visual literacy
DOI
https://doi.org/10.21606/drs_lxd2021.08.246
Citation
Aysel, K.,and Güvenir, C.(2021) Socially-engaged distance design collaboration, in Bohemia, E., Nielsen, L.M., Pan, L., Börekçi, N.A.G.Z., Zhang, Y. (eds.), Learn X Design 2021: Engaging with challenges in design education, 24-26 September, Shandong University of Art & Design, Jinan, China. https://doi.org/10.21606/drs_lxd2021.08.246
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Conference Track
Research Paper
Included in
Socially-engaged distance design collaboration
Applied design education was required to replicate the socially constructivist structure through digital tools due to Covid-19 Pandemic. However the effects of the distant design education over the students’ learning experience is not stated yet. For this reason, this study aims to discuss how the affective learning outcomes, creative and design self-efficacy and visual literacy level, of design students. Within this framework, the effects of distance education in the scope of introduction to industrial design course was indicated and discussed through reflections and self-evaluation surveys. The study was held with 26 1st year industrial design students in the fall semester of 2020-2021 academic year. Digital collaboration tools on the students’ perspective provides a ground for socialization and group work, simultaneously supporting distant collaboration in the educational perspective. This interaction comes forward as a motivational support for students, more importantly leads to an increased level of self-awareness in various layers of learning.