Exploring the Effectiveness of Blended Learning in Interior Design Education

Autor/in	Afacan, Yasemin
Titel	Exploring the Effectiveness of Blended Learning in Interior Design Education
Quelle	In: Innovations in Education and Teaching International, 53 (2016) 5, S.508-518 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2015.1015595
Schlagwörter	Foreign Countries; Instructional Effectiveness; Blended Learning; Interior Design; Architectural Education; College Students; Instructional Design; Instructional Materials; Electronic Learning; Teacher Student Relationship; Peer Relationship; Learning Processes; Outcomes of Education; Teaching Methods; Web Based Instruction; Conventional Instruction; Regression (Statistics); Correlation; Course Content; Questionnaires; Interviews; Turkey (Ankara) + Suchen Sie Ihr Suchwort? Ausland; Unterrichtserfolg; Raumgestaltung; Collegestudent; Lesson concept; Lessonplan; Unterrichtsentwurf; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Learning process; Lernprozess; Lernleistung; Schulerfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Web Based Training; Regression; Regressionsanalyse; Korrelation; Kursprogramm; Fragebogen; Interviewing; Interviewtechnik
Abstract	This study explores how blended learning can contribute to interior design students' learning outcomes, their engagement with non-studio courses and affect their learning achievements. Within the framework of the study, a blended learning experience was carried out in "IAED 342 Building Performance" module at Bilkent University, Turkey. A total of 120 interior architecture students were surveyed about their experiences on five fields of instruction: (1) course design, learning material and electronic course environment; (2) interaction between students and instructor; (3) interaction with peers; (4) individual learning process; and (5) course outcomes. Frequency distributions, chi-square factor and regression analyses were calculated. Four blended learning factors were developed and their contribution to learning outcomes was analysed. The results showed that teaching both online and face-to-face can create an effective learning environment for non-studio classes, while contributing to a considerable value for the interior design education in terms of teaching process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01