LEE- Endüstri Ürünleri Tasarımı Lisansüstü Programı - Doktora
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Konu "davranışsal strateji" ile LEE- Endüstri Ürünleri Tasarımı Lisansüstü Programı - Doktora'a göz atma
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ÖgeDeveloping student performance in industrial design studios through self-regulated learning strategies(Graduate School, 2022-02) Akdeniz Ateş, Aysun ; Turan, Gülname ; 502142906 ; Industrial DesignPerpetual changes in the world require individuals with deep knowledge and skills to navigate the economy and society, and as a result, the twenty-first century necessitates agency, awareness, and the ability of learners to deal with complex problems. Providing learners with these skills is important at all education levels. Industrial design (ID) studios in universities can facilitate these abilities as they provide students with essential skills and experiences to cope with complex real-world problems that are accepted as key characteristics of design practice. Along with the changing target competencies, self-regulated learning encompassing metacognitive, motivational, and behavioral strategies has attracted much attention in the last four decades due to its contribution to academic skills. These academic skills promote future competencies related to learning strategies. The value of self-regulated learning skills for academic achievement has been shown in different domains. However, the role they play in design studio education has been understudied. This thesis investigated the self-regulated learning strategies in the 3rd-year industrial design studio to improve the design learning process of the industrial design students in the studio regarding self-regulation. Underpinned by the social-cognitive view of self-regulated learning, this study used a two-phase mixed-method research design in which both quantitative and qualitative data collection and analysis methods were utilized. In each step of the research, several research questions were examined, which eventually influenced the overarching research question: How can an efficient design learning environment be designed in terms of SRL strategies to improve students' design performance? In the first research phase of this thesis, an exploratory research design was conducted to uncover the differences in the use of self-regulated learning strategies and motivational factors between high and low-achieving industrial design students in the 3rd-year industrial design studio course. We applied a convergent mixed methods design with Scale on Self-regulation in Learning (i.e., self-report questionnaire) and semi-structured interviews to gain a comprehensive understanding of students' strategy use. The integrated analysis of quantitative data from 47 industrial design students and qualitative data from 16 industrial design students demonstrated differences between high and low achieving design students' self-regulated learning skills in relation to the use of metacognitive, motivational, and behavioral strategies. Building on the first phase, in the second research phase of this thesis, an experimental research study was conducted. An intervention study that was developed based on the findings of the first phase was conducted to promote self-regulated learning strategies in an industrial design studio. Similar to the first phase, a convergent mixed-method research design was applied while collecting data from the intervention study through both quantitative (i.e., pre and post-test self-report questionaries, grades of the students, and feedback questionary) and qualitative methods (i.e., semi-structured interviews). The analysis of this phase aimed to explore the impact of the intervention study on students' design learning process in a design studio, particularly on gaining self-regulated learning skills and design performances of the students. The integrated analysis of the quantitative and qualitative data on self-regulated strategy changes revealed that design students who engaged with an intervention that is aimed at supporting self-regulated learning strategies demonstrate increases in metacognitive strategies (i.e., goal planning, self-monitoring, and self-evaluation); motivational strategies (i.e., self-efficacy, goal orientation, and task value), and behavioral strategies (i.e., seeking information and seeking help). Besides, the quantitative analysis (i.e., grade comparisons) demonstrated that design students who engaged with an intervention that is aimed at supporting self-regulated learning strategies demonstrate increased grades compared to the students who did not engage with the intervention in the same studio class. In brief, the intervention study supporting self-regulated learning strategies in industrial design studios had a developmental effect on students' engagements with some of the self-regulated learning strategies and on their design performances. Questioning the claims of the learner-centered and constructivist approach to studio education, this study has moved the focus to learner autonomy using a self-regulation approach. The findings helped to understand the variability of students' learning styles and delineate areas of self-regulated learning strategies that should be strengthened to support students – especially underachievers. The explanatory and experimental studies that were conducted in this dissertation aimed to provide design educators, students, and researchers with a foundation to understand the self-regulated learning strategies in the industrial design studio. Instead of providing instructions with generalizable conclusions, the findings of this dissertation should be read in the light of the research context. The implications are shared to assist with design educators and learners with regards to several facets of teaching, learning, and searching in industrial design education. Besides, with the guidance of the findings, and based on the self-regulated learning theory, a model for the self-regulated learning process regarding the relationship between and within the three design studio actors (i.e., design learner, design project, and design studio) could be proposed. This model suggests that the communication between the actors of the design studio can be regulated through self-regulated learning strategies. In this sense, experience sharing as a motivational activity to develop social self-efficacy, watching self-recordings as a metacognitive strategy for self-realization of deficiencies, and meta-studio activities as a behavioral strategy to strengthen the accessibility of the studio environment were proposed as self-regulated learning activities which can be engaged in the studio process. To the best of our knowledge, this study is known to be the first to examine SRL strategies quantitatively and qualitatively through SRL intervention in an industrial design studio. Hence, through this study, we anticipate our contribution in two levels. First, by providing insights from design studio education, which is a creativity-focused learning environment with natural learning conditions and simulation of real-life, this study contributes to the education literature. Second, regarding the ongoing deep changes in both educational, theoretical, and practical aspects of design -which is signifying a new order of design and a new generation of designers who tend to become decision-makers- this study fills a gap within the existing body of design pedagogy and instruction in industrial design relative to self-regulated learning. It highlights the importance of students' self-awareness, learning strategy preferences, and motivational aspects in the studio education process. Design studios will not fulfill their potential to foster SRL skills through the signature pedagogy unless individual student differences are paid attention to. Studio education needs improvement to encourage students to develop their learning skills. The implementation of SRL strategies based on individual differences in design learning environments can help to improve the design performance, especially, of less accomplished students.