Applying Blended Learning with Creative Project-Based Learning: A Case Study of Wrapping Design Course for Vocational High School Students

Year 2013, Volume: 3 Issue: 2, 18 - 27, 23.07.2016

Hua-Yun Hsieh Shi-Jer Lou Ru-Chu Shih

Abstract

This study aims to investigate vocational high school students’ learning effects and learning satisfaction toward the Wrapping Design course with a combination of blended learning and creative project-based learning. A total of 44 students from the Advertising and Design Course participated in this study and they were divided into 11 teams to conduct gift wrapping design activity. The blended learning in this study combined the traditional in-class instruction and a self-designed online learning platform for the students to discuss and share their ideas and related information. The learning process included teamwork, project-based learning, the inquiring-thinking-doing-evaluating, and the 12 creativity tactics. Data collected from the self-developed satisfaction survey questionnaire, online learning platform, classroom observation, learning portfolio, and finished products were analyzed. The findings of this study reveal that the ideal teaching model for applying blended learning with creative project-based learning should contain seven stages. Additionally, key factors such as the teacher’s guidance, the practice of creativity teaching methods, teamwork, and online resources can influence learners’ performance and learning effects. Finally, this blended learning approach not only can make up the shortcomings of the traditional in-class learning, but also enhance the learners’ skills in independent learning, problem solving, and communication

Keywords

blended learning, creative teaching, project-based learning, vocational high school students, wrapping design

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