Abstract:

How we communicate online is gaining momentum at a rapid pace, new functionalities are added to our global system of communication everyday. It is essential that we focus more meaningful attention on the learning complexities of diverse online human interactions, within an online forum space compared with real-time experiences.

The paper observes methods employed within a distance-learning environment to promote student engagement and participation with the creation of both theory and practice-based artefacts. Cross-study comparisons of educational themes and best practices in Graphic Design for undergraduate learners will be discussed to highlight the use of coaching and tutoring as a means to improve participation, creation of artisanal artefacts and to enhance the student learning experience. Exploring how distance learning requires formal and tacit teaching techniques the findings from this paper will determine the best pedagogic practice for improved learning methods in Graphic Design, utilizing qualitative and action research methodologies.

Findings suggest that creating a balanced online learning environment improves overall participation and summative scores are found to be higher in students at both ends of the learning spectrum. The research also found that in graphic design online learning environments, shared forum learning demonstrates best practice when continuous input and focused feedback is incorporated with incremental learning objectives by the tutor. Developing best practice methods in coaching increases the success of iterative teaching, and this can be observed through the outcome of improved assessment scores.

Keywords:

Distance learning, online learning, university, case-based learning students, cultural differences, achievement, motivation, coaching, tacit, artisanal artefact.