Sixteenth International Conference on Design Principles & Practices

Abstract

The 2020 pandemic has created change in various parts of societies particularly the higher education sector. Capitalizing on outcomes of this change, both positive and negative repercussions, is the motive for a long overdue haul of the education system especially art & design education. The pandemic has forced us to rethink the entire education system’s readability such as suitable infrastructure, adequate faculty skills, learning management systems, and hybrid learning. It was a matter of adapting and inventing new methods and tools to adjust to the expected new normal. Redefining the pedagogical practices of the face-to-face teaching learning process into an online platform has various dimensions to consider. This was particularly evident in design history courses where critiquing design works, critical thinking, group discussions, and assessments rely on direct student / instructor interaction. This paper explores the effectiveness of distance learning strategies in achieving course learning outcomes through an online environment. It discusses experimented transformation strategies over three consecutive semesters. The paper demonstrates synchronous and asynchronous strategies used in design history courses. Furthermore, it argues that engaging students in a collaborative learning environment, detailed student feedback, and timed tests motivate learners and prevent plagiarism.