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Exploring collaboration in learning by design via weblogs

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Abstract

The purpose of this qualitative study was to explore collaborative activities that were carried out via weblogs according to a “learning by design” approach. During the instructional process, Microsoft Publisher was used for a series of infographic design activities. The study participants were 33 undergraduate students who were enrolled in an Arts Education program. The data sources included weblogs that were used by the participants to discuss the design process, as well as reflection reports that they provided. The data were analyzed according to Murphy’s collaboration model, which involved associating the participants’ experiences in the design process with the sub-phases of collaboration outlined in the model. The results indicated that, through the use of weblogs, the participants were able to design infographics via a “learning by design” approach. The weblogs allowed students to share their knowledge, and thereby to develop better artifacts. It is hoped that the study may provide insights concerning the link between weblogs and the learning by design approach in graphic design activities.

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Authors and Affiliations

  1. Department of Computer and Instructional Technology Education, Fatih Faculty of Education, Karadeniz Technical University, Trabzon, Turkey

    Ünal Çakiroğlu & Ebru Mazlum

  2. Department of Computer and Instructional Technology Education, Faculty of Education, Erzincan University, Erzincan, Turkey

    Merve Yildiz

  3. Department of Computer and Instructional Technology Education, Faculty of Education, Giresun University, Giresun, Turkey

    Ebru Turan Güntepe

  4. Department of Computer Programming, Gümüşhane University, Gümüşhane, Turkey

    Şenay Aydin

Authors
  1. Ünal Çakiroğlu
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  2. Merve Yildiz
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  3. Ebru Mazlum
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  4. Ebru Turan Güntepe
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  5. Şenay Aydin
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Correspondence to Ünal Çakiroğlu.

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Çakiroğlu, Ü., Yildiz, M., Mazlum, E. et al. Exploring collaboration in learning by design via weblogs. J Comput High Educ 29, 309–330 (2017). https://doi.org/10.1007/s12528-017-9139-z

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  • DOI: https://doi.org/10.1007/s12528-017-9139-z

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