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The global pandemic has affected almost every aspect of life across the globe including medical services, essential services, production units and educational institutes. People have been forced to physically and socially isolate themselves. This study focuses on the sudden shift that design schools in India had to make from having traditional face...
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... In this way, the number of applied research and shared experiences has increased in online collaborative design studio environments. Gogu & Kumar (2021) has conducted a study focusing on the social connectedness of design students and instructors in virtual design courses during the sudden shift that design schools in India had to make from traditional face to face classes to online classes. The most noteworthy result of the study is the need for practical research to find solutions for online design studios to enhance the students and instructors' social connectedness. ...
Design schools consist of three main axes; courses that provide knowledge in various fields of design, studio courses and internships. Besides, the indisputable fact is the importance of design competitions and informal workshops that feed the designer candidate to gain experience in different fields of the discipline. In addition, another importance of informal workshops is the contribution of researchers in this field to the development of design education. The effects and potentials of Information and Communication Technologies (ICTs) are also another area of research on design education, in particular design studio courses. The use of ICTs in the field of design education has led gamification to come to the fore as an ascending concept. A series of methodologies and tools have been developed, such as gamification, as well as the different kinds of Virtual Learning Environments to ensure the motivation of students and avoid the lack of attention in online courses. In this study, an online workshop, "Gamification and Space", is investigated as a case study. The contribution of the concept of gamification to design education has been evaluated in line with the observations and experiences gained. The data was gathered from the workshop presentations held on the last day and the final manuscripts of the workshops. The collected data was analyzed by the workshop coordination team, and classifications were made regarding the aspects of the gamification used during the workshop. In addition, it is aimed to discuss the potentials of ICTs in design courses. The observations show that the use of gamified elements has the potential to enrich instructional methods, especially when we consider online education, virtual learning environments and visual collaboration tools.
... Furthermore, previous research draws attention to the difficulties associated with the adoption and integration of technology by students (Akar et al., 2004), as well as the instructors (Pektas, 2007). Today, online design learning research covers a range of issues concerning distance collaboration (Akar et al., 2004;Bohemia et al., 2009aBohemia et al., , 2009bRodriguez et al., 2018), blended learning solutions (Hill, 2017;Masdeu & Fuses, 2017;Pektas, 2012Pektas, , 2015, comparison with physical studios (Gogu & Kumar, 2021;Saghafi et al., 2012), online sense of presence (Lotz et al., 2015;Jones et al., 2021), virtual worlds (Dadakoglu & Ozsoy, 2020;Grove & Steventon, 2008), social media (Fleischmann, 2014;Guler, 2015;Schadewitz & Zamenopoulos, 2009), to utilizing virtual reality and augmented reality (Maher et al., 2012;Nisha, 2019). Nevertheless, the existing literature is limited in number and scope, falling short of covering the breadth of problems that online design education faces (Cho & Cho, 2019;Fleischmann, 2020a;Jones et al., 2021;Lotz et al., 2018). ...
Design education has traditionally been deemed a face-to-face endeavor causing online learning to be disregarded as a viable teaching option. Nonetheless, the recent impact of COVID-19 pressured design schools to rapidly migrate online, impelling many educators to utilize this unfamiliar and largely dismissed methodology. The impending problems exposed with this sudden shift point to a significant gap in research. Accordingly, this study proposes a set of guidelines targeting design knowledge-building, based on an in-depth look at student experience during an online design course. Data were collected through a 63-item course efficiency survey (n = 59) and a series of semi-structured focus group interviews (n = 16) with the enrolled students. The following overarching themes emerged through iterative thematic analysis of the interview data: (1) flexibility and handling stress, (2) managing self-pacing issues (3) formal conversation platform, (4) content variety and access options. The themes were interpreted in relation to the survey findings and the broader research on learning. The proposed guidelines emphasize initially clear goals and objectives, pacing flexibility with progress guidance, content and communication variety, sense of presence and peer exposure, and individualized feedback. It is expected that the guidelines will be helpful in building, conducting, and evaluating future online design knowledge-building experiences.
... Thus, social media has become a tool that can support and supplement learning management systems for fostering virtual classroom experiences, wherein students across the globe can join in simultaneously to learn and share their ideas [11]. While felt social connectedness of design school instructors and students and its effect on pedagogy has been reported earlier [12], this study specifically focused on the role of social media interaction in the students' online design learning experience. Keeping this in mind, design instructors and course planners therefore need to continue to keep the channels open for online exchange of knowledge even as most design schools in India re-open to in-person classes. ...
Social media has penetrated all strata of society and educational levels and spheres, making it an important channel of communication and knowledge transfer. Even as the Covid-19 pandemic changed the education scenario across the globe, with the medium of instruction majorly shifting to online, things are slowly returning to ‘normalcy’. Albeit the use of social media as a conduit for instruction, feedback and learning, which increased during the lockdowns, continues to grow and evolve. This study aims to trace and understand the relationships between online social networking, social connectedness and learning in design education, in online, offline and blended set-ups. This paper reports findings from quantitative studies, done across various design schools in India. Participants responded anonymously to the online survey using the Google Forms platform. This study assesses the amount of course material shared, discussed, and engaged with on various social media. Respondents also marked the amount of connectedness they perceived with peers through social media and whether it impacted their class interaction with each other. It was found that students used various platforms for online communication and exchange of information, though their feedback on online interactions revealed deeper insights into factors that affect their overall experience of design education and learning. Further analysis of data found significant correlation between felt connectedness and interaction on social media with peers and design creativity and learning.
Keywords: Social media, design education, Indian students, social connectedness, blended learning
... And yet, we see many design educators and students successfully exchanging knowledge and ideas to impart and receive design education. We can get a more holistic understanding of the experiences design educational setups by also considering the perceived social connectedness of design educators and its effect on pedagogy, which has been studied as precursor to this study and reported earlier (Gogu & Kumar, 2021) wherein educators talk about the challenges they face, and measures taken by them to connect with students better in online education. However, this study focused on gathering insights on how the students were responding to online design education and taking initiative to bridge the digital divide. ...
The rise in online courses and virtual learning avenues in the last few decades, and more recently the Covid-19 pandemic has seen traditional design schools imparting learning seamlessly by transitioning to the virtual realm partially or completely. This study helps understand the perspective of students from various design schools across India regarding their learning experience in online courses, virtual classrooms and their perceived social connectedness with peers and educators. We report findings from a mixed-methods study, which combined both quantitative and qualitative data collection and analysis, wherein ninety-five students from five design schools across India responded anonymously to the online questionnaire survey. We assessed the factors that impacted perceived social connectedness of the students with their educators and peers in online classes. We also discuss some of the reasons for this perception, as articulated by the participants, and report a significant correlation found between felt connectedness and various factors in online learning, such as visibility of participants, level of interaction during class, interest in course and understanding of the subject. It was observed that while the target student group seemed adept in online interaction and exchange of information, their feedback on online learning revealed unique insights into aspects that affect overall experience of design education. In addition, we submit some of the features or elements of traditional face-to-face (F2F) classrooms that students miss the most in the current online setting and some of the measures taken by students and educators to stay connected and overcome the virtual gap in learning.
... And yet, we see many design instructors and students successfully exchanging knowledge and ideas to deliver and receive design education. While felt social connectedness of design school instructors and its effect on pedagogy has been reported earlier [19], in this study we found insights on how the students were responding to online design education and taking initiative to bridge the digital divide. Even though there is(and most likely, always will be) a clear preference for in person or F2F learning experience, we saw that students found ways to stay connected outside of online classes and discover and adapt to new platforms to collaborate for team projects by finding avenues to replicate in-person interactions and exchange of ideas. ...
Online courses have been on the rise in the last few decades and recently with the pandemic across the world, many traditional design schools have transitioned to the virtual realm to continue the education seamlessly. This study focuses on understanding the perspective of students of five design schools in India about their experience with online courses and their perceived social connectedness. This paper reports findings from a combination of quantitative and qualitative study, wherein sixty three students from five design schools across India responded anonymously to the questionnaire. This study assesses the level of social connectedness that students perceive with their instructors and fellow students in online classes. In this paper, we also discuss some of the reasons for this perception, as articulated by the participants. While the given student populace may seem adept in online communication and exchange of information, it is interesting to observe their feedback on online classes and how it affects their overall experience of education for the design students. In addition, it submits some of the features of traditional face-to-face classrooms that students miss the most in an online setting.
Keywords: Online design teaching, connectedness, design education, virtual learning
This paper investigates the challenges faced by design educators with this new shift in education paradigm, from traditional studio-based learning to online modes of instruction and discussion. The paper reports findings of a study which includes a survey of 150 users of online education and in-depth interviews of ten design educators who are currently taking classes online in India. The findings suggest technical modifications that can be made to designs of online education portals as well as to online design pedagogy so that they can cater to design education in a more efficient manner.
