TY - GEN
T1 - Teaching Design Thinking in times of COVID-19
T2 - 7th International Conference on Higher Education Advances, HEAd 2021
AU - Victorino, Guilherme
AU - Henriques, Roberto
AU - Bandeira, Rita
N1 - Victorino, G., Henriques, R., & Bandeira, R. (2021). Teaching Design Thinking in times of COVID-19: an online learning experience. In J. Domenech, P. Merello, & E. D. L. Poza (Eds.), 7th International Conference on Higher Education Advances (HEAd’21) (pp. 263-270). Editorial Universitat Politècnica de València. https://doi.org/10.4995/HEAD21.2021.13621
PY - 2021
Y1 - 2021
N2 - Due to the COVID-19 pandemic, in March 2020, the Innovation Management
& Design Thinking course at NOVA IMS suddenly transitioned to a 100%
online setting after only two presential classes, requiring adaptations to the
learning experience, course materials and class dynamics. There were
concerns that the learning experience would suffer and if it would be possible
to promote empathy in an online environment. This study evaluates the impact
of this disruption on the learning experience, student performance and
engagement by comparing the final grades, applying two surveys and
conducting in-depth interviews. Our results show that instead of a contingency
situation, it turned out to be a transformative experience. Learning
performance and engagement were not meaningfully affected, as students were
just as able to commit to their innovation projects and produce quality
outcomes. We propose that blended learning experiences will leverage the best
of both online and presential worlds in the future after COVID-19 and offer
specific suggestions drawn from the collected data. The results are valuable
for lecturers – from any course – who want to improve their learning
experience in the new reality after the COVID-19 pandemic.
AB - Due to the COVID-19 pandemic, in March 2020, the Innovation Management
& Design Thinking course at NOVA IMS suddenly transitioned to a 100%
online setting after only two presential classes, requiring adaptations to the
learning experience, course materials and class dynamics. There were
concerns that the learning experience would suffer and if it would be possible
to promote empathy in an online environment. This study evaluates the impact
of this disruption on the learning experience, student performance and
engagement by comparing the final grades, applying two surveys and
conducting in-depth interviews. Our results show that instead of a contingency
situation, it turned out to be a transformative experience. Learning
performance and engagement were not meaningfully affected, as students were
just as able to commit to their innovation projects and produce quality
outcomes. We propose that blended learning experiences will leverage the best
of both online and presential worlds in the future after COVID-19 and offer
specific suggestions drawn from the collected data. The results are valuable
for lecturers – from any course – who want to improve their learning
experience in the new reality after the COVID-19 pandemic.
KW - Design thinking
KW - learning experience
KW - online learning
KW - pedagogical innovation
KW - problem based learning
UR - http://www.scopus.com/inward/record.url?scp=85128386232&partnerID=8YFLogxK
UR - https://www.webofscience.com/wos/woscc/full-record/WOS:000884326700030
U2 - 10.4995/HEAd21.2021.13149
DO - 10.4995/HEAd21.2021.13149
M3 - Conference contribution
SN - 978-84-9048-975-8
T3 - International Conference on Higher Education Advances
SP - 263
EP - 270
BT - 7th International Conference on Higher Education Advances (HEAd’21)
A2 - Domenech, Josep
A2 - Merello, Paloma
A2 - Poza, Elena de la
PB - Editorial Universitat Politècnica de València
Y2 - 22 June 2021 through 23 June 2021
ER -