Learning Phenomenon and the Role of Instructional Communication in the Industrial Design Studio

• Main Authors: Chu Hau-Rung, 朱灝蓉
• Other Authors: Tang Hsien-Hui
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/14201747517737996802

碩士 === 長庚大學 === 工業設計研究所 === 93 === With the development of economy and society, the importance of design has been increasing. Design education has high value for the nurture of designer. In design education, design studio and crits are the critical content of design education. Through the process, students learn the process of design and the way of thinking. This teaching mode has been used generally, and proven to have some advantages. Its influence to learning is huge. Many factors influence the learning quality, in addition to the psychological and physiological factors. The educational environment and the communication between teachers and students are also the influencing factors of learning. The purpose of this study was to understand what factors cause the learning difference through observing the course, protocol analysis, interview, and questionnaire with students and the teacher. The subjects were the students in the course of the basic product design in the department of Industrial Design at Chang-Gung University. We observed the whole teaching process for a semester, interviewed 23 students and the tutor of the course, and collected protocols from 18 subjects to understand the psychological aspects of the students and the quality of the communication between the teacher and the students. The questionnaire for all students was to understand the background of each student and other influencing factors of learning. In this study, we found that the learning behaviors of students in general can not completely indicate stuckness in design studio, for example, sleeping in class or cannot concentrate on learning. On the other hand, in the protocols of this study, the amount of key points in one-on-one communication that the students pinpointed was less than that the tutor did, and the correspondence was low in general. This study proposed that the more match of communication between teacher and student, the better learning result. This study emphasized how the learning phenomenon and the drops of communication influencing the effect of learning. Analyzing these four kinds of data, this study discovered that the learning phenomenon in design studio is different from the learning phenomenon in other disciplines because of the unigue nature of design studio. In the respect of the quality of communication, we found that the relationship between the quality of communication and the results of learning. In conclusions, we provided some suggestions for the application and implication in design education.