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A new constructivist learning theory for web-based design learning with its implementation and interpretation for design education

Kwon, Eun Sook
http://rave.ohiolink.edu/etdc/view?acc_num=osu1086201333

Abstract Details

2004, Doctor of Philosophy, Ohio State University, Art Education.
With the current development of philosophical and educational theories, the computer technology makes it possible to realize new forms of education for the postmodern world, which are characterized as: connection, heterogeneity, flexibility and morphogenesis. However, the Web and other multimedia technologies are merely information resources and tools, unless we provide meaningful learning content and context. The idea of intertextualizing new design learning with the Internet in this study, therefore, is important to connect and integrate useful knowledge in ways that are suited to the design learning and its activities. The purposes of this study were to reconstruct design education with a new epistemological approach, and to develop a constructivist learning theory for Web-based Design Learning (WBDL). The research processes of this study were: (1) to identify constructivist epistemology, and to investigate cognitive and social constructivist learning theories through literature review; (2) to build a conceptual framework for constructivist design learning; (3) to develop Web-Based Design Learning (WBDL) models as knowledge construction tool, and to apply them in design education; (4) to analyze the effectiveness of WBDL with a case study; and (5) to present guidelines for applying the constructivist learning theory and the WBDL to design education for the future study. The WBDL program was developed and analyzed on three factors of constructivist design learning: cognitive and meta-cognitive, social and collaborative, and technical factors. From the case analysis, the effectiveness of WBDL as a design learning tool was highly evaluated by its visualized learning pattern in cognitive and social learning contexts. Comprehension of the qualitative information such as the level of design process and time gives the rationale to study constructivist design learning for improving the quality of design education. Furthermore, the effectiveness of WBDL is not confined to the student’s learning achievement, but is extended to the students’ future work in the design industries where collaborative, communicative, and contextualized activities are strongly emphasized. The research findings support the theory of constructivist design learning that (1) conceptualizes the learner-centered, collaborative, and authentic learning theories, and (2) integrates them to solve the complex design problems emerging with the paradigm of postpositivism.
Terry Barrett (Advisor)
295 p.
Design Education; Costructivism; Web-based learning; Collaborative Learning; Computer-supported education; Design knowledge

Recommended Citations

Citations

  • Kwon, E. S. (2004). A new constructivist learning theory for web-based design learning with its implementation and interpretation for design education [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1086201333

    APA Style (7th edition)

  • Kwon, Eun Sook. A new constructivist learning theory for web-based design learning with its implementation and interpretation for design education. 2004. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1086201333.

    MLA Style (8th edition)

  • Kwon, Eun Sook. "A new constructivist learning theory for web-based design learning with its implementation and interpretation for design education." Doctoral dissertation, Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1086201333

    Chicago Manual of Style (17th edition)

osu1086201333
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This open access ETD is published by The Ohio State University and OhioLINK.