Group Projects in Interior Design Studio Classes: Peer Feedback Benefits

Autor/in	Jurado, Juan A.
Titel	Group Projects in Interior Design Studio Classes: Peer Feedback Benefits
Quelle	In: Journal of Family and Consumer Sciences, 103 (2011) 1, S.34-39 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-1651
Schlagwörter	Feedback (Response); Control Groups; Interior Design; Intervention; Peer Evaluation; Student Projects; Group Dynamics; Cooperative Learning; Studio Art; Enrollment Rate; Class Size; Teaching Methods; Questionnaires; Student Attitudes; Program Effectiveness; Meetings + Suchen Sie Ihr Suchwort? Raumgestaltung; Schulprojekt; Gruppendynamik; Kooperatives Lernen; Kunstwerkstatt; Klassengröße; Teaching method; Lehrmethode; Unterrichtsmethode; Fragebogen; Schülerverhalten; Meeting; Tagung
Abstract	Group projects have been shown to be effective for providing peer feedback in classrooms. While students in regular enrollment classes benefit from peer feedback, low-enrollment classes face many challenges. This study compares peer feedback effectiveness between two interior design studio classes with different design projects. In one class, students worked individually and had joint intervention meetings; in the other class, students worked and met in groups of two. The intervention meetings were as effective as the control group meetings for providing peer feedback. Level of work pressure and dedication were seen as comparable by both classes but evident in different phases of the project. (Contains 1 table.) (As Provided).
Anmerkungen	American Association of Family and Consumer Sciences. 400 North Columbus Street Suite 202, Alexandria, VA 22314. Tel: 800-424-8080; Tel: 703-706-4600; Fax: 703-706-4663; e-mail: bookstore@aafcs.org; Web site: http://www.aafcs.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10