Study on Creative Learning Strategies of Gender Grouping in Collaborative Learning of Graduation Project

Abstract

This study is an exploratory study to explore the best creative learning strategies in graduation project after comparing learning choices between different groups through “collaborative guidance” and “mentor guidance”. The main study methods are multi-factor experimental design, among which, the main variables are gender grouping, and the dependent variables are “mentor guidance” and “collaborative guidance”. The collaborative guidance means that four main orientations of “base investigation”, “design transformation”, “design expression” and “paper writing” in the graduation project process are explained by four graduation project mentors in the way of network lectures in the mid-semester. The participants were fourth-graders in the Department of Environmental Design at a university. In order to understand and clarify whether gender grouping can enhance learning creativity through collaborative guidance in graduation project, the study divided it into experimental group and control group to compare and analyze data. The “experimental group” is composed of the students who completed the graduation project of the whole semester through the collaborative guidance of computer-supported collaborative learning between gender groupings. The “control group” is composed of the students learning under the traditional graduation project teaching style. In addition to identifying whether gender groupings in graduation project can enhance learning creativity through computer-supported collaborative learning “collaborative guidance”, the strategies of teaching method in future graduation project are also discussed in this study.