Online Design Platforms: A Design Based Research Project Describing Participant Interactions That Support Collaborative Design Activities

Autor/in	Mohney, Michael R.
Titel	Online Design Platforms: A Design Based Research Project Describing Participant Interactions That Support Collaborative Design Activities
Quelle	(2018), (172 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The Pennsylvania State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4387-1728-2
Schlagwörter	Hochschulschrift; Dissertation; Undergraduate Students; Horticulture; Design; Cooperative Learning; Apprenticeships; Online Courses + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Gartenbau; Kooperatives Lernen; Apprenticeship; Lehre; Online course; Online-Kurs
Abstract	This dissertation addresses the integration of an existing collaborative design pedagogy model, Learning by Collaborative Designing, to support students' learning in an online design platform in an undergraduate landscape design course. Five design teams (n = 15, 3 students per team) participated in this study during the spring 2017 semester. Design-based research methods guided this study's design, which focused on the third iteration of an online collaborative design activity. Data analysis relied on five design team discussions, fifteen individual design artifacts, and multiple iterations of five team designs to develop a thorough understanding of design team's learning experiences. Two qualitative content analyses were performed on: (1) the Trimble Connect discussion forum focusing on Learning by Collaborative Designing Guidelines and how they supported the instructional intervention, and (2) the collaborative design activity of one design team use of components from the educational theory of cognitive apprenticeship. Findings from the first analysis revealed that while LCD Guidelines were effective at facilitating a collaborative design activity in a web-based environment, additional support from faculty was needed as students progressed throughout the instructional intervention. Findings from the second analysis revealed that cognitive apprenticeship constructs reflection and articulation encouraged more detailed justifications, explanations, and elaborations when design team members provided feedback or proposed solutions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01