Abstract
The purpose of this paper is to develop a framework for enhancing student engagement through active learning and design thinking workshops online. The COVID-19 pandemic has increased the need for digital engagement exponentially, yet the important experiences of collaborative and active learning (AL) have become more challenging to facilitate and support in circumstances of remote access during classes. As such, design thinking (DT) online presented a unique opportunity to explore this collaborative approach to engaging in user-centred design and design innovation. To explore a specific curriculum design dilemma and validate the methodology adopted, online DT workshops were conducted with two different cohorts of students toward co-creating more student-centred forms of learning in two digital marketing (DM) courses. The approach was guided by the POLARIS active learning framework to embed the framework’s seven perspectives (Purpose, Objectives, Learning landscape, Activities and assessment, Resources, Inter-relation with stakeholders, and Student engagement) which were considered to better enhance student engagement in an online learning environment. Using the framework proposed, which additionally integrates Quadruple Helix Model (QHM) actors, would facilitate further DT innovation towards co-creating new value in digital marketing pedagogy, curriculum design, and beyond.
Highlights
Digital marketing (DM) pedagogy in university teaching is focused on creating future-ready, digitally competent marketers
The overall aim of this paper is to develop a framework for enhancing student engagement through online collaboration leveraging different digital platforms toward value co-creation
Pedagogy and how the challenges could be turning into opportunities; second, we present the methodology used in this paper including the innovation process of design thinking (DT) through the development of the POLARIS active learning framework (Purpose, Objectives, Learning landscape, Activities and assessment, Resources, Inter-relation with stakeholders, and Student engagement) to better enhance student engagement in an online learning environment; third, we outline the steps for reframing pedagogy through DT workshops; we discuss the implications and draw on conclusions of the adaptability of this DT innovation towards co-creating new values in DM pedagogy, curriculum design, and beyond
Summary
Digital marketing (DM) pedagogy in university teaching is focused on creating future-ready, digitally competent marketers. For many in higher education, while it has taken time in adapting to online and flipped modes of teaching and learning toward engaging students through online platforms (Rathner & Schier, 2020), finding standardised procedures to this evolved method of practice has resulted in a need for further development. With this in mind, the authors applied design thinking (DT) in an innovative manner to better involve students online, as stakeholders, partners, and co-creators, at this evolving interface of value co-creation in higher education (Dollinger & Lodge, 2020). Further stakeholder engagement through additional integration of the Quadruple/ Quintuple Helix model framing offers to support future pedagogic innovation and thinking in higher education (see Morawska-Jancelewicz, 2021), the pursuit of Society 5.0 and Industry 5.0 challenges such as sustainability (Carayannis & Morawska-Jancelewicz, 2022)
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