Welcome to the InfoSci Platform
Perceptions of Collaboration Amongst Novice Design Students

Perceptions of Collaboration Amongst Novice Design Students

Philip Crowther, Andrew Scott, Tom Allen
Copyright: © 2017 |Pages: 19
ISBN13: 9781522507260|ISBN10: 1522507264|EISBN13: 9781522507277
DOI: 10.4018/978-1-5225-0726-0.ch006
Cite Chapter Cite Chapter

MLA

Crowther, Philip, et al. "Perceptions of Collaboration Amongst Novice Design Students." Collaboration and Student Engagement in Design Education, edited by Richard Tucker, IGI Global, 2017, pp. 126-144. https://doi.org/10.4018/978-1-5225-0726-0.ch006

APA

Crowther, P., Scott, A., & Allen, T. (2017). Perceptions of Collaboration Amongst Novice Design Students. In R. Tucker (Ed.), Collaboration and Student Engagement in Design Education (pp. 126-144). IGI Global. https://doi.org/10.4018/978-1-5225-0726-0.ch006

Chicago

Crowther, Philip, Andrew Scott, and Tom Allen. "Perceptions of Collaboration Amongst Novice Design Students." In Collaboration and Student Engagement in Design Education, edited by Richard Tucker, 126-144. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-0726-0.ch006

Export Reference

Mendeley
Favorite

Abstract

This chapter presents a case study of a large common first year unit/subject in a major Australian university. The unit introduces students to the theory and practice of design through a learning environment that is brief and intense; being delivered in block mode over just four days, and being free of other academic commitments. Students choose from one of two concurrent environments, either a camping field trip or an on-campus alternative, and work in mixed discipline groups of six to nine students, on two sequential design projects. Participant survey and reflective journal data are used to analyse student perceptions of the learning activities and to establish the pedagogical success of learning about collaboration through the act of collaborating; specifically through a project-based design environment. The data supports the hypothesis that groups that emotionally engaged with collaboration and collaborated more effectively achieved higher academic grades.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.