Flipped teaching has been going on for a long time in various ages and academic fields, and the learning effectiveness have been affirmed. This project is based on the flipping teaching strategy of design education to improve students' performances. The concept of this study is based on design education is no longer learn the overall skills, but the actual needs to enter the practical workplace. Design students learn about their own lack of knowledge and ability by self-learning and problem-based learning, and the role of the teacher is transformed into a supporter to assist for the professional knowledge, problem solutions, and design skills required by the student at each stage of the program's execution. With this purpose, we integrated the blended learning model on in-class learning (professional knowledge and skills) and in-field learning (workplace practical experiences) to enhance students’ problem-solved learning and team-based learning. In the study, students with different learning styles were examined their learning readiness and learning engagement to investigate the achievement motivation and learning effectiveness on design teaching. SPSS statistical analysis was used to inspect the learning readiness and learning engagement of students with different learning styles, and whether there is a significant relationship between achievement motivation and learning effectiveness. Through the students' learning performance and implementation experiences, we will conduct the direction of future implementation of practical design education.
Shu-Yin Yu, Ming-Chuan University, Taiwan
Stream: Teaching and Learning
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