A learner-centric blended learning potential for product design teaching: A review on a hybrid quick-fix experience amid pandemic

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Abstract

The pandemic situation has shifted the teaching pattern in many education systems from the traditional face-to-face approach to a hybrid one. The drastic change has affected many of the engineering subjects that the conventional face-to-face instruction approach is often perceived could better engage students. Amongst all, for instance, the product design education that often requires to complete many face-to-face interactive design activities. Could blended learning be an on-going paradigm shift in design education teaching or merely an alternate solution amid pandemic? The aim of this study is to review a quick-fix hybrid experience from a product design subject teaching in an attempt to understand its potentials and barriers for a long-term application. The study is based on an undergraduate product design subject whose base structure is the Human-Centered Design thinking model. In this study, the learning behavior of the course participants will be analysed from multiple dimensions including their interaction patterns with the learning environments and course materials, their preference to different online technological options in supporting design knowledge generation, their empathy insights about the cognitive challenges arisen from the evolving demands with respect to team collaboration. The findings will provide implications to formulating a basis of a learner-centric blended learning strategy that is adaptable to product design teaching.
Original languageEnglish
Title of host publicationEnPDE 2021
Publication statusUnpublished - 2020

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