CROSS-COURSE ALIGNMENT FOR SKILL ACQUISITION AND KNOWLEDGE TRANSFER IN NOVICE INDUSTRIAL DESIGN STUDENTS

Date

2023-7-14

Author

Aysel, Kardelen

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Novice design students studying in a fragmented learning environment face challenges in effectively transferring their skills and knowledge across courses, leading to a lack of coherence and integration in their expertise development. Additionally, the limited exploration of the transition from novice to advanced beginner in design education further aggravates these challenges. Furthermore, the COVID-19 Pandemic has disrupted engagement-based social constructivist design education and necessitated agile approaches to support the development of self- efficacies and replication of collaborative and experiential aspects in remote design education. This thesis addresses the challenges faced by novice design students, by exploring their expertise development and the factors influencing their growth, with a focus on the transfer of skills and knowledge in a fragmented learning environment. This study employs a mixed method grounded approach to first-year industrial design education, utilizing action research and incorporating iterative facilitation of interventions. The study involves a combination of periodically collected scales, self-reports, and targeted interventions within the framework of scaffolding in one technical course and one studio course. Through the exploration of novice design students' transition to advanced beginners, this study examines the effects of cross- course collaboration on the skill acquisition and knowledge transfer. The findings reveal significant improvements in cognitive abilities, integration of theoretical knowledge with practical skills, and increased self-efficacy beliefs among novice design students. The study provides notable implications for industrial design education, and highlights the crucial role of alignment on the cultivation of self- efficacy beliefs. Lastly, this thesis provides implications for a cohesive, integrated learning experience that facilitates the convergence of theoretical knowledge and pratical skills.

Subject Keywords

Industrial Design Education, Novice Design Student, Skill Acquisition, Knowledge Transfer, Cross-Course Collaboration

URI

https://hdl.handle.net/11511/104777

Collections

Graduate School of Natural and Applied Sciences, Thesis