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SHIFTING FROM BLENDED TO ONLINE LEARNING: STUDENTS’ AND TEACHERS’ PERSPECTIVES

Published online by Cambridge University Press:  27 July 2021

E. Polat ,
S.S. Van Dam  and
C.A. Bakker
E. Polat*
Affiliation:
Delft University of Technology
S.S. Van Dam
Affiliation:
Delft University of Technology
C.A. Bakker
Affiliation:
Delft University of Technology
*
Polat, Esra, Delft University of Technology, Industrial Design Engineering, Netherlands, The e.polat@tudelft.nl

Abstract

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The Covid-19 outbreak forced many universities across the world to transition from a traditional or blended format to fully online education. This paper presents a case study on the transition to an online education format for a circular design course. Both quantitative and qualitative data were collected through a survey with 26 students and interviews with six course teachers. The findings revealed that students preferred the on-campus versions over the online course components. They indicated the perceived lack of motivation, lack of sense of community, and a high workload as influencing factors. Teachers indicated the lack of connection with students as a drawback to online education but identified advantages to their teaching and the student’s learning experience. Suggestions for addressing an optimal blended course format are provided.

Keywords

Design educationOnline learningCircular economyCase studyCovid-19
Type
Article
Information
Proceedings of the Design Society , Volume 1: ICED21 , August 2021 , pp. 2651 - 2660
Creative Commons
Creative Common License - CCCreative Common License - BYCreative Common License - NCCreative Common License - ND
This is an Open Access article, distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives licence (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is unaltered and is properly cited. The written permission of Cambridge University Press must be obtained for commercial re-use or in order to create a derivative work.
Copyright
The Author(s), 2021. Published by Cambridge University Press

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