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AbstractTraditionally, design disciplines rely heavily on studio-based learning with a learning-by-doing approach. Through the active participation and expectation of ownership, studio-based learning is an effective method allowing students to be fully engaged in their study. However, project-based approach usually cannot be well catered in eLearning platform, and design faculty does not find benefit from using the eLearning system. This leads to a relatively low percentage of design faculty in using eLearning system for their teaching and learning activities.
Owing to the popularity of social media, some eLearning systems have already implemented tools like discussion board, blog and journal that can facilitate communication like a studio-based learning environment but in a virtual space. The online learning community can serve similar purpose as studio-based learning in teacher-student and student-student communications. The objective of this action research project is to explore and develop a successful blended learning approach to utilize the exiting communication tools in the eLearning system to simulate the studio-based learning environment.
This paper documented the action research project in developing project-based eLearning strategy and model in School of Design of The Hong Kong Polytechnic University. The project employed various eLearning activities to enable students to engage in project-based learning. These activities included (1) journal writing which required students to make day-to-day online reflection during the project development; (2) forum discussion which facilitates open online discussion among the class that encourage peer-to-peer learning. This paper discussed Asia Pacific Institute of Advanced Research (APIAR) the result of the action research project and identify factors that affect the effectiveness of the blended learning strategies in project-based studies.
School of Design
Asia Pacific Journal of contemporary education and communication technology, 2016, v. 2, no. 1, p. 50-57