Is Informational Teaching More Efficient than Traditional Teaching in Design? -- A Case Study of Product Design in Vocational Education in Guangzhou

Autor/inn/en	Ni, Yuan; Deng, Teng; Li, Jing; Zhang, Jiaqi; Zhang, Chi
Titel	Is Informational Teaching More Efficient than Traditional Teaching in Design? -- A Case Study of Product Design in Vocational Education in Guangzhou
Quelle	In: Education and Information Technologies, 28 (2023) 10, S.13791-13803 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-023-11766-w
Schlagwörter	Vocational Education; Foreign Countries; Educational Technology; Teacher Effectiveness; Teaching Methods; Active Learning; Student Interests; Student Attitudes; College Students; Technology Uses in Education; Design; China + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Ausland; Unterrichtsmedien; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Aktives Lernen; Studieninteresse; Schülerverhalten; Collegestudent; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	Under the rapid development of higher vocational colleges in China, design subject was receiving increasing number of students and confronting the necessity of improving teaching efficiency. Informational technology, regarded as an effective approach in many areas, was investigated for its impact on the design teaching efficiency and evaluated its potential appropriateness in this research. Under the same topic containing five different design modules, we set an informational teaching group and a traditional teaching group that they had the same number of students. Additionally, the teaching quality and effectiveness was evaluated by the combination of Information Technology-Based Interaction Analysis System, students' anonymous questionnaire, and assessments from the teacher and industrial experts, which were considered as objected analysis, subjective responses, and professional assessment, respectively. Our findings showed that the application of informational technology could improve the teaching and learning effectiveness. Informational teaching was capable of increasing students' interest and participation by transforming receiving knowledge passively into searching, discovering, and solving problems actively. The results of questionnaire exhibited that informational technology might effectively enhance supporting knowledge access, strengthening knowledge learning, and cultivating students' interest. The industrial experts showed more appreciation for students' behavior under informational teaching. When the content was mainly related to basic knowledge or sort of interdisciplinary, the advantages from informational teaching would be weakened or even disappeared. In the future, the experiment or research could be extended and upscaled for more detailed information, which might promote people's acknowledgement in design teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01