Effects of Social Media and Design Thinking on Corporate Identity Design Course in Taiwan

Autor/inn/en	Liu, Guan-Chen; Ko, Chih-Hsiang
Titel	Effects of Social Media and Design Thinking on Corporate Identity Design Course in Taiwan
Quelle	In: E-Learning and Digital Media, 18 (2021) 3, S.251-268 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liu, Guan-Chen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2042-7530
DOI	10.1177/2042753020950879
Schlagwörter	Social Media; Teaching Methods; Design; Comparative Education; Computer Software; Vocational Education; Corporations; Grade 11; High School Students; Creative Teaching; Feedback (Response); Learning Processes; Student Attitudes; Foreign Countries; Competition; Marketing; Merchandise Information; Instructional Effectiveness; Taiwan + Suchen Sie Ihr Suchwort? Soziale Medien; Teaching method; Lehrmethode; Unterrichtsmethode; Vergleichende Erziehungswissenschaft; Ausbildung; Berufsbildung; Unternehmen; School year 11; 11. Schuljahr; Schuljahr 11; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Creative thinking; Teaching; Kreatives Denken; Unterricht; Learning process; Lernprozess; Schülerverhalten; Ausland; Wettkampf; Unterrichtserfolg
Abstract	The present study aimed at exploring the effects of integrating social media (instant messaging through Line App and Facebook) and design thinking into a vocational education course on corporate identity design in Taiwan. Corporate identity helps organizations achieve competitive advantage. This benefit is even more pronounced in Taiwan, where visual communication is esteemed. The present study recruited two groups of 11th graders (N = 60) from a vocational high school in the northern part of Taiwan as its participants. One group was designated as the experimental group and the other as the control group. The experimental group received creative instruction through the use of Facebook and Line App with design thinking integrated into the pedagogy, whereas the control group did not. Both qualitative and quantitative approaches were used to obtain feedback on the teaching and learning process. The results of the analyses indicated that students who were allocated to the experimental group demonstrated better quality design products than their counterparts in the control group. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01