Dissatisfaction From Students Who Experienced The Adaption Of Design Workshops To Online Classes

Dr Jo Jung & Dr Eko Pam (Edith Cowan University)
2021 Conference

The impact of COVID 19 and restrictions on approaches to teaching have resulted in  a better understanding of online learning and its effects on students. Snap  lockdowns in 2020 and 2021 resulted in sudden changes to multimodal teaching  styles and delivery – i.e. blended learning. The obvious practical advantage of online  learning is providing students greater flexibility to arrange and schedule their  learning. However, the benefit of flexibility is not shared by all students. The  intention of this paper is to share the adaptative experience of addressing  challenges of online and blended learning in art and design education. The analysis  of student surveys from 2019 and 2020 for studio-based units, shows that student  satisfaction decreased and a preference for in person classes was voiced. Students  felt disconnected and disengaged when the physical delivery of the units stopped.  This in turn affected their learning experiences, resulting in a high number of late  withdrawals and fails due to non-submission of assessments. Workshop style  teaching is significantly different to traditional lecture-tutorial formats of many  university units in Australia. These workshops encourage learning through making  and doing rather than lecture content delivery and individual assessment. When the  transition to online teaching was needed, these units were delivered through pre recorded lectures that could be viewed asynchronously and live tutorials using video  communication applications. Group work was encouraged through online forums  and breakout rooms in the tutorial time. The constant “presence” of real lecturers  and classroom interaction helped students to recover from the unexpended  interruption in their learning The feedback and observations made by students in  these types of units reveal the problems with adapting teaching styles that  encourage collaboration, conceptualising and making physical artefacts to an online  context as the survey results focussed on their dissatisfaction after the unit was  moved online . Recovery from this period of physical isolation can be repaired by the  return to face-to-face delivery but more thought needs to be given to exploring new  educational pedagogies that prepare us better for future pandemics, natural  disasters or other breakdowns that may disrupt our teaching systems to allow more  successful adaption to online learning.

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About the author

Dr Jo Jung
Dr Jo Jung is the coordinator of Games & Interactive Design at the School of Arts & Humanities at Edith Cowan University. Her research interest is in the field of interaction design – in particular, user experience design approaches. Jo completed her PhD at Curtin University and the research topic was on socio-emotional UI design strategies, which adapted human behaviours and emotions to develop a set of design guidelines. Jo has presented research at international conferences including British HCI group annual conference and Design & Emotion conference. Jo also has consulted and worked on a number of industry and educational projects including WA Healthy Children Program funded by the Western Australia Department of Health.
Dr Eko Pam

Dr Eko Pam is the Inbound Study Tour Coordinator and Lecturer in the School of Arts and Humanities. Eko has a PhD in Spatial Design with a focus on the role of the design process on the success of sustainable outcomes. Eko has over 15 years of teaching experience including teaching English as an additional language.  She is a practicing designer who has worked on significant architectural and public design projects in Western Australia including the Albany Entertainment Centre and the award-winning Grove Library.