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Analysis of online projectbased learning factors affecting the learning motivation of art design students in a higher vocational college
Date Issued
2023
Citation
Wu, J., Dos Santos, L. M., Lo, H. F., Kwee, C. T. T., She, X., Zhao, H., Fan, P., Chen, Y., Zhou, Y., & Guo, T. (2023 Jul 5). Analysis of online projectbased learning factors affecting the learning motivation of art design students in a higher vocational college. 2023 International Conference on Open and Innovative Education, Hong Kong.
Type
Conference Paper
Abstract
Due to the COVID-19 pandemic, IT-based online teaching has become the norm. In the case of art design majors in higher vocational colleges, project-based learning emphasizes the initiative and openness of students’ learning. The essence of online teaching is that students learn independently and openly under the guidance of teachers, and there is a coincidental symbiosis between the two. Due to the special nature of art design courses, many students will experience psychological and emotional changes in the face of online teaching, epidemic risks, and domestic isolation, which affect their learning motivation. Based on stress theory and self-efficacy theory, this study is guided by three research questions. 1) As art design students in a higher vocational college, how do they understand
project-based learning in the online learning process? 2) What advantages and disadvantages do art design students in a higher vocational college face in the online projectbased learning process? 3) How does project-based learning in the learning experience of online courses change and
influence their perspectives?
framework to investigate and understand a group of art design students currently enrolled in a higher vocational college, exploring their experiences and feelings about online project-based learning and practice. The general inductive approach was employed to recruit six participants to share their experiences. As this is a research-in-progress, only two data collection tools were employed: 1) participant observation, and 2) focus group activities. The grounded theory approach of data analysis was employed. Based on the open-coding and axial-coding techniques, the researchers merged three themes potentially.
The results indicate that online project-based learning with information technology brings more open, collaborative, Innovations in curriculum and pedagogy Cultivating Learners’ Critical Consciousnes and diverse inquiry and cognitive processes to students’ online learning but also generates the problem of learning burnout. Based on qualitative data and participants’ sharing, the researchers found the following themes: 1) perceived drivers of student stress, 2) learning situation, and 3) coping strategies. These three main themes had a significant effect on their motivation, feelings, and future career perceptions.
This study discusses the pedagogy of online project-based learning, where classroom activities are studied in an authentic art design course. Students can use their classroom project practice and art design theory as a means to facilitate the art design acquisition process. Information technology in the context of the internet empowers and enhances the implementation of online project-based learning, such as the use of online course platforms and interactive collaboration software to promote project-based learning and enhance students’ job competencies and future career adaptability. Teachers become facilitators to help students meet their learning challenges and provide a research basis for educational management strategies to promote teaching quality.
framework to investigate and understand a group of art design students currently enrolled in a higher vocational college, exploring their experiences and feelings about online project-based learning and practice. The general inductive approach was employed to recruit six participants to share their experiences. As this is a research-in-progress, only two data collection tools were employed: 1) participant observation, and 2) focus group activities. The grounded theory approach of data analysis was employed. Based on the open-coding and axial-coding techniques, the researchers merged three themes potentially.
The results indicate that online project-based learning with information technology brings more open, collaborative, Innovations in curriculum and pedagogy Cultivating Learners’ Critical Consciousnes and diverse inquiry and cognitive processes to students’ online learning but also generates the problem of learning burnout. Based on qualitative data and participants’ sharing, the researchers found the following themes: 1) perceived drivers of student stress, 2) learning situation, and 3) coping strategies. These three main themes had a significant effect on their motivation, feelings, and future career perceptions.
This study discusses the pedagogy of online project-based learning, where classroom activities are studied in an authentic art design course. Students can use their classroom project practice and art design theory as a means to facilitate the art design acquisition process. Information technology in the context of the internet empowers and enhances the implementation of online project-based learning, such as the use of online course platforms and interactive collaboration software to promote project-based learning and enhance students’ job competencies and future career adaptability. Teachers become facilitators to help students meet their learning challenges and provide a research basis for educational management strategies to promote teaching quality.
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