Communication Modes in Collaboration: An Empirical Assessment of Metaphors, Visualization, and Narratives in Multidisciplinary Design Student Teams

Autor/inn/en	Graff, Daniel; Clark, Mark A.
Titel	Communication Modes in Collaboration: An Empirical Assessment of Metaphors, Visualization, and Narratives in Multidisciplinary Design Student Teams
Quelle	In: International Journal of Technology and Design Education, 29 (2019) 1, S.197-215 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Graff, Daniel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957 7572
DOI	10.1007/s10798-017-9437-9
Schlagwörter	Design; Interdisciplinary Approach; Student Projects; Teamwork; Interpersonal Communication; Outcomes of Education; Visualization; Figurative Language; Personal Narratives; Learning Processes; Student Attitudes; Higher Education; Language Usage; Teaching Methods; Cooperative Learning; College Students + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Schulprojekt; Interpersonale Kommunikation; Lernleistung; Schulerfolg; Visualisation; Visualisierung; Erlebniserzählung; Learning process; Lernprozess; Schülerverhalten; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sprachgebrauch; Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen; Collegestudent
Abstract	Universities increasingly incorporate multidisciplinary design projects into their curriculum to better prepare their students for the labor market. In these projects, student team members of various disciplinary backgrounds develop new product or service concepts for organizational partners. This structure enables students to learn not only from the interaction with the content and lecturer, but also from communication with other team members. Little is known, however, about the relative effectiveness of specific communication modes on improving student learning outcomes in these interactions. This study examines the effect of three important communication modes--metaphors, visualizations, and narratives--on reported learning from other members. A total of 64 students working on two large multidisciplinary design student teams participated in this study. Survey results indicate that perceived learning increases through awareness and use of metaphorical communication, beyond previously supported effects for narratives and visualization. We conclude with implications for the way information is represented and structured within multidisciplinary design student teams, and future research directions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01