Teaching Strategies of Distance Teaching Applied in Design Discipline
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| Title: | Teaching Strategies of Distance Teaching Applied in Design Discipline |
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| Language: | English |
| Authors: | Ching-Yi Wang (ORCID |
| Source: | Interactive Learning Environments. 2024 32(9):5612-5631. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Teaching Methods, Distance Education, Learning Strategies, Questionnaires, COVID-19, Pandemics, Design, Instructional Design, Undergraduate Students, Online Courses, In Person Learning, Student Attitudes, Computer Mediated Communication, Curriculum Development, Teacher Student Relationship, College Faculty, Foreign Countries, Departments |
| Geographic Terms: | Taiwan |
| Assessment and Survey Identifiers: | Motivated Strategies for Learning Questionnaire |
| DOI: | 10.1080/10494820.2023.2223235 |
| ISSN: | 1049-4820 1744-5191 |
| Abstract: | COVID-19 has forced many universities to adopt online teaching. However, the design discipline attaches great importance to on-site operation and face-to-face design discussions, causing teachers to face major challenges in the implementation of distance teaching. The purpose of this study is to investigate the suitability and teaching strategies for distance teaching in designing courses ("design theory", "design practice", and "hybrid design"). The participants were 312 college students from 1st to 4th grade (above). The questionnaire is based on the "presence" that distance teaching focuses on, including: (1) "cognitive presence", (2) "social presence", and (3) "teaching presence". Each indicator corresponds to the Motivated Strategies for Learning Questionnaire (MSLQ). The results of the study found: (1) "Creating a communication environment" and "real interactive feeling" are the most important elements, (2) A "hybrid design" course is more suitable for distance teaching design than other design courses, (3) The element of "hard requirements" is particularly prominent in the "design practice" course, and (4) Distance teaching needs to strengthen "social presence". These results could provide a reference teaching planning template for the design department's distance courses, assist teachers in curriculum planning and adjustment so that the design department can improve the existing distance predicament. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1449448 |
| Database: | ERIC |
| Abstract: | COVID-19 has forced many universities to adopt online teaching. However, the design discipline attaches great importance to on-site operation and face-to-face design discussions, causing teachers to face major challenges in the implementation of distance teaching. The purpose of this study is to investigate the suitability and teaching strategies for distance teaching in designing courses ("design theory", "design practice", and "hybrid design"). The participants were 312 college students from 1st to 4th grade (above). The questionnaire is based on the "presence" that distance teaching focuses on, including: (1) "cognitive presence", (2) "social presence", and (3) "teaching presence". Each indicator corresponds to the Motivated Strategies for Learning Questionnaire (MSLQ). The results of the study found: (1) "Creating a communication environment" and "real interactive feeling" are the most important elements, (2) A "hybrid design" course is more suitable for distance teaching design than other design courses, (3) The element of "hard requirements" is particularly prominent in the "design practice" course, and (4) Distance teaching needs to strengthen "social presence". These results could provide a reference teaching planning template for the design department's distance courses, assist teachers in curriculum planning and adjustment so that the design department can improve the existing distance predicament. |
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| ISSN: | 1049-4820 1744-5191 |
| DOI: | 10.1080/10494820.2023.2223235 |
