یادگیری تلفیقی برای دوره های غیرآتلیه ای : تجارب دانشجویی معماری داخلی
|کد مقاله||سال انتشار||مقاله انگلیسی||ترجمه فارسی||تعداد کلمات|
|53589||2014||5 صفحه PDF||سفارش دهید||محاسبه نشده|
Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)
Journal : Procedia - Social and Behavioral Sciences, Volume 116, 21 February 2014, Pages 1599–1603
Despite these huge efforts in university teaching and learning, still the fact remains that in design education context students have difficulty in being motivated and self-directed in non-studio courses. Thus, the study analyzed the effectiveness of a blended learning to contribute design students’ engagement with non-studio courses. It also investigated how blended learning could develop a responsive and social learning environment, while increasing the quality and flexibility of educational content of the delivered module. Semi-structured interviews and focus group discussions were used to obtain data on students’ attitudes. The results revealed that the computer-mediated learning influenced positively student ability to integrate module knowledge to design studios and improvement of academic outcomes.