NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1111231
Record Type: Journal
Publication Date: 2016
Pages: 11
Abstractor: As Provided
ISSN: ISSN-1470-3297
Exploring the Effectiveness of Blended Learning in Interior Design Education
Afacan, Yasemin
Innovations in Education and Teaching International, v53 n5 p508-518 2016
This study explores how blended learning can contribute to interior design students' learning outcomes, their engagement with non-studio courses and affect their learning achievements. Within the framework of the study, a blended learning experience was carried out in "IAED 342 Building Performance" module at Bilkent University, Turkey. A total of 120 interior architecture students were surveyed about their experiences on five fields of instruction: (1) course design, learning material and electronic course environment; (2) interaction between students and instructor; (3) interaction with peers; (4) individual learning process; and (5) course outcomes. Frequency distributions, chi-square factor and regression analyses were calculated. Four blended learning factors were developed and their contribution to learning outcomes was analysed. The results showed that teaching both online and face-to-face can create an effective learning environment for non-studio classes, while contributing to a considerable value for the interior design education in terms of teaching process.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey (Ankara)
Grant or Contract Numbers: N/A