Abstract
Freehand sketching is one of the most important and commonly used methods of generating and sharing budding ideas during the conceptual development portion of the preliminary phase of design. To develop one’s skills, prolonged practice, acquiring instant feedback and suggestions while practicing are invaluable. The two key and indispensable parts of learning draftsmanship are viewing and commenting on large numbers of free hand sketches. However, due to insufficient educational resources, instructors must spend most of their time engaged in class-room teaching, reducing the time allotted for one-on-one discussion and specialized assistance. Furthermore, the lack of sketch grading criteria can prevent students from developing proper insights into the essentials of sketching. As a result, students neither receive personalized feedback nor acquire adequate training in critiquing freehand sketching skills. These factors decrease learning effectiveness and negatively impact learning motivation. In order to solve this problem, this research has created a discussion platform on Facebook that utilizes the learning characteristics essential to developing proficiency in freehand sketching. It includes practice, observation, and comments. It has been found that this cultivates the subjects’ ability to judge freehand sketch quality and increases learning motivation and effectiveness through the process of peer-assessment. After participating in the one-semester teaching experiment, the abilities of the experimental group were significantly better than those of the control group, demonstrating that the online sketch discussion platform has a significant impact on freehand sketch learning.
Similar content being viewed by others
References
Abrami, P. C., Bernard, R. M., Bures, E. M., Borokhovski, E., & Tamim, R. M. (2011). Interaction in distance education and online learning: Using evidence and theory to improve practice. Journal of Computing and Higher Education, 23, 82–103.
AbuSeileek, A. F. (2012). The effect of computer-assisted cooperative learning methods and group size on the EFL learners’ achievement in communication skills. Computer & Education, 58, 231–239.
Arquero, J. L., & Romero-Frias, E. (2013). Using social network sites in higher education: And experience in business studies. Innovations in Education and Teaching International, 50(3), 238–249.
Australian Government Department of Education, Employment and Workplace Relations. (2012). MEM09202A Procedure freehand sketches.
Bar-Eli, S. (2013). Sketching profiles: Awareness to individual differences in sketching as a means of enhancing design solution development. Design Studies, 34(4), 472–493.
Bernard, R., Abrami, P., Borokhovski, E., Wade, C., Tamim, R., Surke, M., et al. (2009). A meta-analysis of three types of interaction treatments in distance education. Review of Educational Research, 79(3), 1243–1289.
Carson, J. G., & Nelson, G. L. (1996). Chinese students’ perceptions of ESL peer response group interaction. Journal of Second Language Writing, 5, 1–19.
Chen, H. H., & You, M. L. (2006). Comparison of sketching activities with traditional and digital tools in graphic design. Journal of Design, 11(4), 113–136.
Elton, L. (2010). Academic writing and tacit knowledge. Teaching in Higher Education, 15(2), 151–160.
Goldschmidt, G., & Sever, A. L. (2011). Inspiring design ideas with texts. Design Studies, 32(2), 139–155.
Goldschmidt, G., & Smolkov, M. (2006). Variances in the impact of visual stimuli on design problem solving performance. Design Studies, 27(5), 549–569.
Grotenhuis, F., & Weggeman, M. (2002). Knowledge management in international mergers. Knowledge and Process Management, 9, 83–89.
Gupta, M. (2004). Enhancing student performance through cooperative learning in physical sciences. Assessment & Evaluation in Higher Education, 29(1), 63–73.
Hanushek, E., Kain, J., Markman, J., & Rivkin, S. (2003). Does peer ability affect student achievement? Journal of Applied Econometrics, 18, 527–544.
Insch, G. S., McIntyre, N., & Dawley, D. (2010). Tacit knowledge: A refinement and empirical test of the academic tacit knowledge scale. The Journal of Psychology, 142(6), 561–579.
Jackson, J. (2002). Reticence in second language case discussions: Anxiety and aspirations. System, 30, 65–84.
Kline, L. W., & Carey, G. (1922). A measuring scale for free-hand drawing, part 1-presentation (Vol. 5). Baltimore: The Johns Hopkins University Studies in Education.
Krause, U., Stark, R., & Mandl, H. (2009). The effects of cooperative learning and feedback on e-learning in statistics. Learning and Instruction, 19, 158–170.
Lam, A. (1997). Embedded firms, embedded knowledge: Problems of collaboration and knowledge transfer in global cooperative ventures. Organizational Studies, 18, 973–996.
Lane, D., Seery, N., & Gordon, S. (2009). The understand value of freehand sketching in technology education. Engineering Design Graphics Journal, 73(3), 13–22.
Liao, H. C. (2006). Effects of cooperative learning on motivation, learning strategy utilization, and grammar achievement of english language learners in Taiwan. University of New Orleans These and Dissertations.
Lou, Y., Abrami, P. C., & d’Apollonia, S. (2001). Small group and individual learning with technology: A meta-analysis. Review of Educational Research, 71(3), 449–521.
Lu, C. C., & Luh, D. B. (2012). A comparison of assessment methods and raters in product creativity. Creativity Research Journal, 24(4), 331–337.
Nelson, R., & Winter, S. (1982). An economic theory of evolutionary change. Cambridge, MA: Belknap Press.
Ngwainmbi, E. K. (2004). Communication in the Chinese classroom. Education, 125(1), 45–71.
Nonaka, I., & Takeuchi, H. (1995). The knowledge creating company: How Japanese companies create the dynamics of innovation. New York: Oxford University Press.
Polanyi, M. (1966). The tacit dimension. London: Routledge.
Riege, A. (2005). Three-dozen knowledge-sharing barriers managers must consider. Journal of Knowledge Management, 9(3), 18–35.
Rodgers, P. A., Green, G., & McGown, A. (2000). Using concept sketches ti track design progress. Design Studies, 21(5), 451–464.
Shih, R. C. (2011). Can Web 2.0 technology assist college students in learning English writing? Integrating Facebook and peer assessment with blended learning. Australasian Journal of Educational Technology, 27(5), 829–845.
Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, new schools. Eugene, OR: International Society for Technology in Education.
Topping, K. (2009). Peer assessment. Theory Into Practice, 48, 20–27.
Van Zundert, M., Sluijsmans, D., & Van Merrienboer, J. (2010). Effective peer assessment processes: Research findings and future directions. Learning and Instruction, 20, 270–279.
Von Glinow, M. A., & Teagarden, M. (1988). The transfer of human resource management technology in sino-US cooperative ventures: Problems and solutions. Human Resource Management, 27(2), 201–229.
Wang, G. Q. (2007). Judgment standards for Chinese calligraphy. Taiyuan: Shanxi People’s Press.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Chen, S.N., Luh, D.B. A social network supported CAI model for tacit knowledge acquisition. Int J Technol Des Educ 28, 613–630 (2018). https://doi.org/10.1007/s10798-017-9398-z
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10798-017-9398-z