Abstract
Technological developments have brought profound challenges to design education. To understand how design educators adapt to new technological directions, this article examines student feedback from advertising design courses that apply blended learning approaches. This study identified three blended learning strategies conducive to meaningful learning: timely and meaningful feedback; engagement with real world tasks; and support from expert tutors. This article also discusses potential resistance and challenges in implementing instruction in blended technological environments.
Highlights
The astronomical development of technology has brought profound challenges to design education
Design education has a long tradition of using studio pedagogy, in which teachers provide feedback and suggestions to students on their designs throughout the creative process
This study examines blended learning strategies for project-based advertising design courses
Summary
The astronomical development of technology has brought profound challenges to design education. Technology communication allows students to control the time, place, and pace of their learning. Students are increasingly demanding a quality learning experience with convenience and flexibility. Design education has a long tradition of using studio pedagogy, in which teachers provide feedback and suggestions to students on their designs throughout the creative process. Student–instructor interaction is central to studio-based educational practices. In this setting, on-the-spot communication between students and teachers is spontaneous and contagious, and viewed as “off the lip” (Meyer 2003, 61). Students must remember what has been said and be mentally and verbally quick to respond and clarify their responses
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