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Theses and dissertations (Arts and Design)

Permanent URI for this collectionhttp://ir-dev.dut.ac.za/handle/10321/8

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Start date: 2010Subject: search.filters.subject.Blended learning

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    The ‘blend’ in blended learning : establishing a balance between face-to-face and online learning in a pattern making and garment construction class
    (2020-04-07) Kirby, Luhandra; Cavanagh, Michaella; Pratt, Deirdre Denise
    This study explored the use of blended learning in a fashion design class, working within the constructivist orientation with a mixed methods case study and using a sequential exploratory approach in order to focus on the effectiveness of the blended learning design and how it is experienced by the participants. The case study was based on a group of second year fashion design students from a private design institution in South Africa, for the combined subject, pattern making and garment construction. The purpose of this research was to investigate the ways in which face-to-face learning and online learning could best be blended to facilitate instruction in this particular class. The study focused on establishing what combination of online and face-to-face delivery could be seen to be most effective in achieving the project learning outcomes within the time and resource constraints available for the combined pattern making and garment construction subject. A blended learning curriculum model (Huang, Ma and Zhang, 2008) was used to assist in preparation for the blended learning programme, with online learning delivery being effected by means of Google Classroom, the learning management system recommended by the private design institution. The sequential exploratory approach involved two projects, so that insights gained from the first project could be applied to modify the blended learning design for the second project, if and as required. Quantitative data were used to establish a baseline of students’ prior understanding of blended learning, pattern making and garment construction processes. Qualitative data were collected in the form of interviews, questionnaires and observations, allowing for a descriptive understanding of how students as well as the lecturer (who was the researcher) experienced the blended learning classroom, and how effective that blend was in achieving the desired learning outcomes; opportunities were also offered for reflection. The results revealed that, not only did blended learning delivery need to be applied in a developmental way, with ongoing adjustments to accommodate best teaching/learning practice, but also that different fashion ‘briefs’ (that is, the tasks involved) might require modifications to the blended learning delivery design. This suggests that there is no ideal ‘blend’ in blended learning, but that, like other forms of learning, it is exploratory, tentative and constantly evolving. It is hoped that this study will offer insights into how face-to-face and online learning can be combined to best facilitate the learning process in this particular case, where practical assistance with students’ individual design projects traditionally requires a large amount of the instructional time available. As many vocational university subjects have similar time and resource constraints, particularly in facilitating practical application of theory at a professional standard, it is also hoped that, to some extent, the results will be generalizable to other disciplines.
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    Teaching digital natives : integrating blended learning in creative design for fashion
    (2019-01) Mdletshe, Fezile Lungelwa; Madhoo-Chipps, Nirma Dolly; Roome, John
    Research suggests that current generation students are high-end users of emerging technologies, such as mobile devices and other new communication tools. The generation has been described as being “digital natives”, since their lives revolve around sophisticated modern technology. As a young educator appointed by the Department of Higher Education as a New Generation Academic Lecturer within the Department of Fashion and Textiles at Durban University of Technology (DUT), how do I harness the digital competencies within these “digital natives” in the teaching and learning context of Creative Design (I) for Fashion? In this report, I therefore present a conceptualisation of how blended learning could possibly be integrated into a Creative Design (I) classroom. This study has been developed through an action research methodology whereby the conceptualisation of the first stage of the action research was influenced by my observations as a lecturer, student feedback, theoretical frameworks and the reviewed literature. In this conceptualisation, Blackboard as a digital learning platform was integrated within the teaching and learning process of Creative Design (I) as a method for enhancing the cognitive, social and teaching presence within a Garrison Community of Enquiry and Problem Based Learning framework. This study therefore contributes towards innovations in teaching and learning using digital media in the Creative Design classroom at first year level within the Department of Fashion and Textiles.
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    An evaluation of blended learning for critical reflection in graphic design higher education
    (2017-08) Warburton, Chantelle; Carey, Carey; Kethro, Philippa
    The context of this research is blended learning, a pedagogical approach that is effectively used in higher education. This pedagogical approach integrates face-to-face and online learning activities. The research inquiry focused on the researcher’s teaching of second-year students studying a three-year degree in graphic design at a private college in Durban, South Africa. Two interconnected teaching and learning challenges were addressed: the effects of the time-constrained, face-to-face studio style approach to design education; and students’ limited capacity for critical reflection. The research opportunity was therefore to evaluate the effectiveness of a graphic design blended learning intervention for supplementing contact time and fostering critical reflection. In the tradition of action research, the study took a developmental approach. Drawing on research on critical reflection in design and approaches to blended learning, parameters for a blended learning intervention were established. The resulting blended learning framework was applied in three interconnected cycles of action research, as follows. First, cycle one served as a baseline analysis of students’ critical reflection before the intervention. The researcher recorded and analysed a group review, and a series of individual reviews with her students. These were analysed with two questions in mind: ‘what’: “What types of reflection do students engage in?”; ‘why’: “Why are the students reflecting in a particular way?”.Second, cycle two developed, implemented and analysed a blended learning strategy for critical reflection (BLSCR). This was guided by the blended learning framework parameters, and the findings from cycle one. Third, cycle three evaluated students’ perception of the BLSCR through a focus group discussion with the participants. The focus group findings were compared with those of cycle two. The main finding is that the study’s blended learning strategy for critical reflection (BLSCR) works to foster critical reflection, but refinement is needed to address the matter of supplementing contact time. The two main points of refinement are: Students need to be ready to learn (feel psychologically responsible for their own learning);Students need to know that they have learned, and what they have learned.The findings and conclusion then motivate for implementing these refinements in further interventions beyond the study.
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    A curated online educational portal for staff and students at a university of technology
    (2015) Bhorat, Abdool Haq Mahomed; Pratt, Deirdre Denise
    The innovative application of an online educational portal in everyday teaching and learning is proposed to meet the needs of the new generation of students entering Universities of Technology (UoTs). The setting is against a background of educationally under-prepared but multimedia-literate students, and the university vision of integrating eLearning into the curriculum. The emergence of the Academic Commons Attribution has facilitated the channelling of free-to-use/open source educational information through the dedicated artefact. The investigation combined the challenges of artefact design with the necessity of authenticating subject content so that it was geared to the needs of the students in the Photography Programme. This study highlights the importance of managing knowledge so that it can be passed down to current and future generations in ways which keep pace with their exponential development of digital expertise. This research was carried out within Bhaskar’s critical realist philosophy, which argues that there is a real world which exists independently of one’s perception of it. It must be stressed that the artefact contained in the multimedia portal did not follow a linear, logical development but was a process of transformational iterative change, very similar to the developmental consistency described by Bhaskar. Bhaskar’s philosophical overview was complemented by Archer’s morphogenetic approach. The latter showed that the application of technology in teaching and learning is not just about use of “better tools” but signals a shift in social structure. The main technical challenge was for the researcher to standardise the multimedia resources so that they could be used on most personal computers, with the option of downloading short tutorials on mobile phones for later use. The resulting multimedia portal provides strong support in guiding inexperienced students and novice academics to choose resources appropriate to both the Photography curriculum and rapidly changing Industry requirements. The portal can also reduce the number of time consuming searches on various themes or topics, as it directs users to specific hyperlinked online resources in any given syllabus item. The curated educational portal is, therefore, currently being introduced as an enhancement to the traditional teaching and learning methods hitherto used in the Photography Programme. While the traditional methods have the strong humanist leanings essential for personal development, they are not geared to tackle the cutting edge technological advances required by industry. Moreover, in promoting the Durban University of Technology (DUT) as a centre using cutting-edge multimedia tuition, the portal might better establish influences with Industry (one of the core functions of a UoT) as well as attract international academics and students. The end result is to offer a blended learning model of tertiary programme delivery which is supported by the literature as currently being one of the most effective options.