Students’ use of social media in collaborative design: a case study of an advanced interior design studio

Cognition, Technology & Work - Tập 22 Số 4 - Trang 901-916 - 2020
Ji Young Cho1, Moon Heum Cho2
1Department of Housing and Interior Design, Kyung Hee University, Seoul, South Korea
2Instructional Design, Development, and Evaluation, School of Education, Syracuse University, Syracuse, USA

Tóm tắt

Từ khóa


Tài liệu tham khảo

Aspelund K (2014) The design process, 3rd edn. Bloomsbury Publishing, London

Balakrishnan V (2017) Key determinants for intention to use social media for learning in higher education institutions. Univers Access Inf 16:289–301

Balakrishnan V, Gan CL (2016) Students’ learning styles and their effects on the use of social media technology for learning. Telemat Inform 33:808–821

Bandura A (1986) Social foundations of thought and action: a social cognitive theory. Prentice-Hall, Englewood Cliffs

Brown SA (2012) Seeing Web 2.0 in context: a study of academic perceptions. Internet High Educ 15:50–57

Cho JY, Cho MH, Kozinet N (2016) Does the medium matter in collaboration? Using visually supported collaboration technology in an interior design studio. Int J Technol Des Educ 26:567–586

Clement J (2019) Active social network penetration in selected countries as of January 2019. Statista. https://www.statista.com/statistics/282846/regular-social-networking-usage-penetration-worldwide-by-country/ . Accessed 1 July 2019

Council for Interior Design Accreditation (CIDA) (2018) Professional standards 2018. https://accredit-id.org/wp-content/uploads/2019/02/Professional-Standards-2018.pdf/ . Accessed 1 July 2019

Dillenbourg P (1999) What do you mean by collaborative learning? In: Dillenbourg P (ed) Collaborative-learning: cognitive and computational approaches. Elsevier, Oxford, pp 1–19

Dorst K, Cross N (2001) Creativity in the design process: co-evolution of problem-solution. Des Stud 22:425–437

Dunn M (2013) Embracing social media technology in the design studio. Paper presented at IDEC annual conference. http://2013.idec.org/2012/05/01/embracing-socialmedia-technology-in-the-desi/ . Accessed 30 June 2019

Gale AJ, Martin D, Martin K, Duffey MA (2014) The burnout phenomenon: a comparative study of comparative study of student attitudes toward collaborative learning and sustainability. J Inter Des 39:17–31

Gašević D, Joksimović S, Eagan BR, Shaffer DW (2019) SENS: network analytics to combine social and cognitive perspectives of collaborative learning. Comput Hum Behav 92:562–577

Goldie JGS (2016) Connectivism: a knowledge learning theory for the digital age? Med Teach 38:1064–1069

Griffin P, McGaw B, Care E (2012) Assessment and teaching of 21st century skills. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-2324-5

Güler K (2015) Social media-based learning in the design studio: a comparative study. Comput Educ 87:192–203

Hesse F, Care E, Buder J, Sassenberg K, Griffin P (2015) A framework for teachable collaborative problem solving skills. In: Griffin P, Care E (eds) Assessment and teaching of 21st century skills. Springer, Dordrecht, pp 37–56

Jeong H (2015) A qualitative study of social media adopted for team-based learning: focusing on university students’ experiences. J Korean Educ 42:197–224

Jo Y-J, Park S (2017) A study on the learning community using the Social Network Service: focus on college peer-tutoring program learning experiences of learning. J Learn Cent Curric Instr 17(24):157–184

Kaplan AM, Haenlein M (2010) Users of the world, unite! The challenges and opportunities of social media. Bus Horiz 53:59–68

Kim M (2018) The percentage of mobile messenger use in Korea: KakaoTalk as 1st with 94.4%. Platum. https://platum.kr/archives/102366 . Accessed 1 July 2019

Lave J, Wenger E (2002) Legitimate peripheral participation in communities of practice. In: Harrison R et al (eds) Supporting lifelong learning, vol 1, perspectives on learning Routledge Falmer, vol 1. Routledge, London, pp 111–126

Manca S, Ranieri M (2016) Facebook and the others: potentials and obstacles of social media for teaching in higher education. Comput Educ 95:216–230

Muñoz-Alcántara J, Markopoulos P, Funk M (2015) Social media as ad hoc design collaboration tools. In: proceedings of the european conference on cognitive ergonomics 2015, Poland, pp 1–8. https://doi.org/10.1145/2788412.2788420

Muñoz-Alcántara J, Kosnar P, Funk M, Markopoulos P (2016) Peepdeck: a dashboard for the distributed design studio. Comput Sci Inf Syst 15:20. https://doi.org/10.15439/2016F504

Popescu E (2014) Providing collaborative learning support with social media in an integrated environment. World Wide Web 17:199–212

Rossitto C, Bogdan C, Severinson-Eklundh K (2014) Understanding constellations of technologies in use in a collaborative nomadic setting. Comput Supported Coop Work J 23:137–161

Schön DA (1984) The architectural studio as an exemplar of education for reflection-in-action. J Archit Educ 38:2–9

Smith O (2017) Mapped: the world according to internet connection speeds. The Telegraph. https://www.telegraph.co.uk/travel/maps-and-graphics/countries-with-fastest-internet-connection-speeds/ . Accessed 1 July 2019

Statista Research Department (2019) Number of monthly active users of KakaoTalk in South Korea from first quarter of 2016 to fourth quarter of 2018 (in millions) https://www.statista.com/statistics/746249/south-korea-kakaotalk-monthly-active-users/ . Accessed 1 July 2019

Törlind P (2015) Collaborative design. J Indian I Sci 95:353–363

Vyas D, van der Veer G, Nijholt A (2013) Creative practices in the design studio culture: collaboration and communication. Cognit Technol Work 15:415–443

Vygotsky LS (1987) Thinking and speech (Minick N trans). In: Reiber RW, Carton AS (eds) The collected works of L. S. Vygotsky, vol 1. Plenum Press, New York, pp 39–285