Discussion of Focus Group Findings

Survey of DIT 1st and 2nd Year Interior Design & Furniture Students 2014-15 :
Can a Blended Learning approach help to overcome learning challenges in First Year?
Part 2. Background on Interviewees: 1. What is the name of your course

Themes/codes
DT 544/1 BA Hons Interior Design & Furniture
1st Year Participants(4no.)

1
2nd year participants (2no.)

1
Part 2. Background on Interviewees: 2. What year of the course are you in?
Themes/codes
1st year
2nd year

1

1
Part 2. Background on Interviewees: 3. What are the main subject areas of learning in the course?
Themes/codes
The modules? (1st years interpreted the question as this.)
Form and Space
AutoCAD
structure
design history
observational drawing
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So, what do you think youre learning in second year, maybe, as opposed to first year?' (KM interpreted the question in this way.)
Sketchup (a tool which is self taught by students)

Recreation (KM's module)
semester long projects
in first year we had little small ones
tried to finish them
just get them done
develop a lot more if theres (more time)
doing more this year than last year
storage (a module)
Im having difficulty with it
practical
actually physically make
more hands on
learning from the beginning
CAD (a module)
into week 3 before you started CAD tuition
more classes in first year
the basics
going over it now
do your own thing now
last year we were taught exact tools
told how to apply them to exercises
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because we got the videos you could go back over it yourself
We were told what to do, and we did it

there was more structure
Observations
Comparison
Explanation
It can be observed that the

first years interpreted the
question in a straightforward
manner of listing the modules,
whereas the second years did
not take this approach. They
discussed many aspects of the
differences between learning
in first and second year, which
produces some useful
information. Further questions
in the focus group
questionnaire had been
intended for elaboration on
the matters discussed here by
2nd years.
The first years listed the modules they

are learning, which had been the
intention of the question - to be a quick
simple answer. The focus group for the
second years was facilitated by Kerry
Meakin - a design lecturer on the
course. Therefore, it was open to
interpretation by her. The students did
list modules they are doing such as
'Recreation', 'Storage' and 'CAD', but
they elaborated a lot more on each.
They also spoke of their learning
experience in 1st year compared to 2nd
year. Key differences are highlighted
through comments such as - in 1st
year: 'little small ones (projects)', 'tried
to finish them', 'just get them done'. In
relaion to CAD in 1st tear they were
taught 'the basics', 'last year we were
taught exact tools', 'we were told what
to do, and we did it', 'there was more
structure' and in relation to screencasts
- 'because we got the videos you could
go back over it yourself'. In 2nd year
the main thoughts were - 'semester
long projects', 'develop a lot more if
theres (more time)', 'doing more this
year than last year'. Their thoughts on
the 'Storage' module were - 'Im having
difficulty with it', 'practical', 'more
hands on', 'actually physically make',
'learning from the beginning'. Their
thoughts on the CAD module in 2nd
year - 'do your own thing now'.
The explanation for the

Relates to literature on
longer response by 2nd
design thinking.
years is because the
question was being
interpreted by the
facilitator. Also, the 2nd
years have more to talk
about as they are
comparing their learning
in first year to second
year. It shows that they
are finding difficulty with
the 'storage' module,
where thay have to make
a piece of furniture. This
shows that they find
practical modules more
difficult, which have a
divergent and convergent
thinking aspect. With
CAD, they speak about
the method of teaching
and learning in first year,
and the benefit of the
screencast videos. They
speak about 2nd year
CAD being more selfdirected.
Relation to the literature
Comparison
The 1st years focussed on the
learning challenges of coming to
college and getting used to the new
way of learning, whereas the 2nd
years focussed on the learning
challenges of key modules they did
in 1st year.
Explanation
The 1st years would be
thinking of the
challenges of coming to
a new environment
because it is fresh in
their minds, whereas
the 2nd years may have
forgotten their initial
1st year nerves and
only remember the
modules that caused
them difficulty.
Implications for existing theory

Help to back up my own theory
that design students find practical
convergent tasks more difficult.
Implications for Practice

The findings show that 1st
year CAD is taught in a
behaviourist and
constructivist manner,
which is approriate for
student learning of a
convergent module.

The findings show that there is a
heavy workload on 1st years and
that methods to alleviate this load
are probably welcome.

The responses do show that
CAD is a difficult learning
challenge in first year, due
in part to the heavy
workload of many modules.
3. First impressions of the course: 3.1 Did the first year experience present any new learning challenges which you had to overcome?
Themes/codes
amount of work
overwhelming
so many (modules)
so many projects
expected to have one project at a time
Being in charge of your own work
Not being told what to do and when to do it
change from secondary school
Structure class
Proportion class
didnt even think about it
making bridges out of paper
what has this got to do with
CAD
we were all starting at the same level
did construction in secondary school
I did a PLC
I actually enjoyed it
see yourself developing
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Observations
The main themes around
new learning challenges in
first year are - heavy work
load, with so many modules
and projects running
concurrently and having to
be a self directed learner.
Modules which were
difficult learning challenges
were 'Proportion',
Structure', 'CAD'.

cognitive load and design
thinking.
them difficulty.
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really frustrating if you didnt know a new command

lectured us first
gave us a sheet to do ourselves
did help us along
got to a 3D level
basic rendering
good to physically see your progress
3. First impressions of the course: 3.2 Were there any experiences in first year that really stick out in your memory?
Themes/codes
The bridge!
Trying to make the tower.
Horrific!
werent shown how
figure it out yourself from all the research that you did
one major thing that sticks out in my mind

thought you would never have to build a tower or a bridge
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being in a group
you had to do everything together
we were learning so many new things
being introduced to so many different modules
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Observations
The 'Tower' and 'Bridge'
projects in the structure
module stick out in the
memories of students in
both years. 2nd years also
state group work as an
experience they remember.
They seem to find it hard to
pinpoint an experience and
state that this is because
they were introduced to so
many modules.
Comparison
Both years agree on this question
that the structure module projects
were a negative experience. 2nd
years focus on other aspects also group work and work load, which
had been mentioned previously by
1st years.
Explanation
This shows a dislike of
technical, practical
tasks. It also shows that
they didn't think they
would be doing projects
like that on the course.
This proves that
students thought the
course content would
be more more 'arty'
than mathematical.
Observations
Again, shows a dislike of
technical modules and a
preference for creative
modules. Comments on cad
show and awareness that it
is a convergent thinking
module in the eyes of the
students.
Comparison
The 1st and 2nd years refer to
different modules which had
difficult learning challenges, but the
common thread is that the practical
and technical elements of the
modules in question are most
difficult.
Comparison
The similarities are that both years
had a perception that the course
would focus more on art and design
elements which were all creative,
rather than technical.

cognitive load and design
thinking.

This also relates to context and
rationale - proving that design
students come to design college
with the belief that the course will
be purely art and design based
and not as technical as it is.

This implies that there are
challenges for lecturers of
technical modules which
involve practical skills and
convergent thinking.
Explanation
This shows a realization Relates to Lawson's thoughts
that to be a good
on design thinking.
designer you have to be
both a divergent and
convergent thinker.

Help to back up my own theory
that design students find practical
convergent tasks more difficult.

This implies that there are
challenges for lecturers of
technical modules which
involve practical skills and
convergent thinking.
Explanation
The students have a
not applicable
perception from the
media etc. as to what
interior design is, but
there are more
technical elements
involved than they had
thought.

This also relates to context and
as above
rationale - proving that design
students come to design college
with the belief that the course will
be purely art and design based
and not as technical as it is.
3. First impressions of the course: 3.3 What module had the most difficult learning challenges in first year?
Themes/codes
Structure
the bridge and the tower
element of engineering that I dont think any of us expected
other modules are more creative
CAD is quite hard

CAD is CAD
Its just practise

Its black and white
I really like CAD
some parts of the modules
when we started 3D
find it difficult to design furniture

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big difference between the interiors and furniture part
With furniture it has to be functional

with interiors it is functional, especially with space, but
It can also be decorative..

It can also be to your taste aswell
3. First impressions of the course: 3.4. Did any aspect of the course turn out to be different, or more important for your learning, than you had expected?
Themes/codes
didnt expect so much architecture
thought it was going to be a bit more fine arty
understand why theyre in the course
theyre both really important
architecture and engineering

I didnt really read about the course enough
going to be moredecorating
its way more challenging
Its way more interesting
Ill know more about what Im doing
being a decorator
a designer and a problem solver

assume its the easiest course going
pick cushions
I thought in first year we were going to do more interior design
I thought in first year we would learn basic space

we learned about spatial awareness
We learned loads of dimensions aswell

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Observations
The answers show that
students were surprised at
the amount of technical
detail involved in the
course, but because of this
the course is much more
interesting. 2nd years
thought that the course
would be interior design
based from an early stage,
rather than projects on
various 'objects'.
4. Design Thinking: 4.1. Do you think you are a convergent or divergent thinker?
Themes/codes
Im a bit of both
practical tasks
CAD like you said black and white
I can go creative and go crazy with stuff
Divergent
Im more creative
I dont really think there is one answer
I can work from one idea and expand it
I can also work from lots of different ideas
put them all together
I did say I was divergent
I thought I only had to pick one
I was making ten pieces of furniture because I couldnt decide
youre changingthat your mindset is changing even as the course goes on

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Observations
4 students stated they were
both convergent and
divergent thinkers. 2
students stated they were
divergent thinkers, giving
reasons for this.. 2nd years
couldn't remember the
definition of the words. In
the written survey 7 of the 9
1st years stated that they
were divergent. This focus
group shows that they
realized that they could
state that they are 'both'.
Comparison
The 1st years seem to have more
awareness of what the definitions
mean an that they will change
through the course of their learning.
Explanation
Students are aware that Relates to Lawson's thoughts Relates to Lawson's thoughts on
they need to be a both on design thinking.
design thinking.
of both as they learn
more in the course and
maybe through the
survey too.

The design lecturer needs
to hone the skills of
students to help them
become both.
Observations
One 1st year divergent
thinking student said it had
and she did better in the
divergent modules,
although she seems to be
influenced by performance.
She also saw cad as more
difficult because it is
convergent. Others said it
depends on the task. (I
should have spent more
time questioning the
students on this.) The 2nd
years show an awareness
that they need to be both,
using 'furniture and storage'
as an example. They also
show an awareneness that
cad is a convergent module
and examples of why.
Comparison
Both years show that they are aware
of what is convergent or divergent,
but it doesn't necessarily mean that
they find one easier/more difficult
than the other.
Explanation
Most students had
Relates to Lawson's thoughts Relates to Lawson's thoughts on
stated previously that on design thinking.
design thinking.
they were both types of
thinker, the difficulty of
a module depends
more on the task in
hand.

The design lecturer needs
to hone the skills of
students to help them
become both.
Observations
The main theme is that they
are fit for the purpose of
revision of cad tools. In 2nd
year they are not used as
much because students
know the basics.
Comparison
The response is similar for both
years but the 2nd years also say
they no longer need them, except
when they forget a tool.
Explanation
This response makes
sense as the main
purpose of the
screencasts is for
revision or reference.

blended and multimedia
learning; and cognitive load.

Mayer's theory of multimedia
learning is used to guage if the
screencasts aref fit for purpose,
through applying the 12 principles
of multimedia learning to them.

The students response
implies that the screencasts
are fit for purpose as they
are.
Observations
Both years responses state
that they don't need to be
improved.
Comparison
Both years have given similar
responses.
Explanation
The students feel that
the screencasts are fit
for purpose.

As above

As above

As above
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I cant remember the differentiation
in one way Im divergent, but then sometimes I do get stuck on a
certain thing
we have to make our self come up with it
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4. Design Thinking: 4.2. Would you say that this has influenced which modules you find easier/more difficult on the course?
Themes/codes
I actually think it has
I like the drawing and the making the tower and making the bridge
It involved a lot of different ideas
cad I found that hard
Form and Space I didnt do as well in that either
It was kind of more strict
with you it was the more divergent tasks
I didnt find one difficult, or the other difficult, or both easy
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It depends on what the task is really.

furniture and storage
It needs to work. It needs to function.
you have to be creative as well
you dont want to be too creative
need to have the proper dimensions
It needs to make sense
exhibition stand
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be creative cos youre making a contemporary version of it
Would you think CAD is convergent or divergent?

Convergent
less creativity
Its mathematical
Its all precise
5. Multimedia Learning: 5.1. Do you think the screencasts/videos are fit for the purpose they serve?
Themes/codes
yes
if youve forgotten how to do
theyre useful
you can go back and revise
I wouldnt say that I use them this year
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We kinda know the basics so

I went to the video and I checked it
Even though it was the basics
Instead of always e-mailing
or waiting until the next week in class.
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5. Multimedia Learning: 5.2. If not, how can the screencasts be improved? (Do you think any improvements can be made?)
Themes/codes
No

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I think they work fine

They were to the point
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Both years responses state

that they don't need to be
improved.
Both years have given similar

responses.
The students feel that

the screencasts are fit
for purpose.
As above
As above
As above
Explanation
The mouse on screen
As above
and the narration is
enough to learn cad
with, unless the student
is hearing impaired.

Complies with Mayer's
'Redundancy Principle' People
learn better from graphics and
narration than from graphics,
narration and on-screen text.

As above
Explanation
This lakes sense as care
has been taken to make
sure that the
screencasts are not too
long. However, it also
makes sense that if you
want to learn
something you will
watch it, no matter how
long it is.


'Segmenting Principle' People
learn better from a multimedia
lesson which is presented in userpaced segments rather than as a
continuous unit.

It will be best to make sure
to that screencasts are 5 to
10 minutes long unless it is
necessary to make them
longer.
5. Multimedia Learning: 5.3. Would pop up text bubbles / symbols or things like graphics add to the screencasts or detract from the task in hand?
Themes/codes
I dont think they need anything
1
Whether you find any extra information you left out
1
I could probably add it as an e-mail
1
I think it was fine because there was talking.
you can see them and the mouse doing the work
You dont really need them
a student who is certified as being deaf, so, for somebody like
him learning cad, having written direction could be quite
handy.
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Observations
Comparison
The students feel that they Both years response is similar.
don't need any graphics or
pop up text. They would be
useful for hearing impaired
students.
5. Multimedia Learning: 5.4. How long should a screencast tutorial ideally be before you start to lose your attention span? and can you give an example of this?
Themes/codes
depends on the task at hand
in CAD, some things take longer to grasp than others
Definitely under ten minutes anyway
Ive watched longer videos
if youre into learning it youre gonna watch it if you wanted to
benefit yourself
If you dont get it youre gonna sit down and watch it again
If you understand what youre doing already, youre gonna sit down
an go, I know this
Its necessary for students that are too afraid to ask in class.
Theyre helpful
they were a decent amount of time
They were just fine
If it was too long you wouldnt be able to watch all of it
they were straight to the point
whatever they were teaching needs to be explained more maybe
you could cut it in half or something, or do different videos
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Observations
It is observed that students
find the length of the
screencasts was adequate.
They feel it is dependent on
the task as to how long they
should be. 5 to ten minutes
is ideal. Some said they
would watch something
longer if they really wanted
to learn something. Others
said they could be
segmeted if too long, and
that if they were too long
you wouldn't watch them
all.
Comparison
Results are similar for both years,
with some variations as listed to
left.
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I cant remember all of them

I didnt see all of them
They werent too long
Were they five minutes, ten minutes?
Thats kind of ideal
5. Multimedia Learning: 5.5. Do you prefer to learn in a multimedia format (with video images and narration and/or written notes) than from written notes with images alone?
Themes/codes
Definitely the videos
Id look at a YouTube tutorial rather than a step by step thing you
read
the sheets get lost
Getting it online
with Sketchup because weve never done that before, you can
refer to videos to see how to actually do it
I think videos are better than written notes
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Observations
Students prefer to learn
from videos / screencasts
than from written notes.
Comparison
Both years have similar results.
Explanation
This would seem to
prove that people learn
better from watching
the 'doing' of a task
than reading about it in
notes with images.


Does not relate directly to Mayer's
principles, but does prove that
multimedia learning is preferable.

This response encourages a
lecturer to use multimedia
learning as part of their
teaching.
Observations
Some students feel that
written notes are a helpful
addition to video
screencasts, but some
students feel they are
unnecessary.
Comparison
The 1st years seem to think notes
have a benefit more than the 2nd
years, but it depends on the
individual's needs.
Explanation

As above
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on the internet its so much easier just to type it in and just find it
being taught how to do something in the first place, its easier by

the person
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when it came to working on it, you could just refer to the video
5. Multimedia Learning: 5.6. If you learn from a video, do you need written notes or are they unnecessary?
Themes/codes
I think theyre helpful too
It depends on the individual
if you need written notes, I suppose youd take written notes as well
Theyre handy to have as a pdf

Youre going to learn from the video so you dont really need any notes
If theres no one talking on it, then youd need notes

Ideally its the video with narration
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The students are 'net

As above
generation' age and this
may have an influence on
their responses, even
stating that if they do get
notes they prefer a digital
format.

teaching, but also provide
written notes, preferablt in a
digital format - this is the way
they are delivered presently
anyhow.
perhaps if youre hard of hearing it could be the video with

narration and the pop up bubbles
Some students feel that

written notes are a helpful
addition to video
screencasts, but some
students feel they are
unnecessary.
The 1st years seem to think notes

have a benefit more than the 2nd
years, but it depends on the
individual's needs.
The students are 'net

As above
generation' age and this
may have an influence on
their responses, even
stating that if they do get
notes they prefer a digital
format.
As above

teaching, but also provide
written notes, preferablt in a
digital format - this is the way
they are delivered presently
anyhow.
Observations
The students feel that they
do learn better from an
informal conversational
narrator.
Comparison
Both years give similar reasons for
their responses.
Explanation
Students give
explanations for their
multimedia learning.
responses such as: it feels
like teacher is in their
level, is not patronizing
and can give personal
experience and advice.

'Personalization Principle' People
learn better from multimedia lessons
when words are in conversational
style rather than formal style.
Complies with Mayer's 'Voice
Principle' People learn better when
the narration in multimedia lessons
is spoken in a friendly human voice
rather than a machine voice.

This response indicates that
informal narration on
screencasts is fit for
purpose.
Observations
The students response is
that they don't need to
know the narrator
personally to learn better.
Comparison
their responses.
Explanation

As above

This does not refer directly to
Mayer but is an extension of the
previous question.
Observations
Students responses show
that students feel they
would not learn better if
they could see the narrator
on the screen.
Comparison
their responses, with the 2nd years
adding that only if you're hearing
impaired - due to the fact that they
have a deaf student in their class.
Explanation
Some of the reasons
As above
they give are that it
could be distracting,
with CAD you only need
the mouse and a voice
and that you just keep
staring at them.

Complies with Mayer's 'Image
Principle' People do not
necessarily learn better from a
multimedia lesson when the
speakers image is added to the
screen.

There would be no
advantage to adding the
lecturer's image on a video
screencast.
5. Multimedia Learning: 5.7. Do you learn better from an informal conversational narrator?
Themes/codes
it can be easier
theyre on your level
As opposed to someone telling you how do do something, theyre
showing you.
they could say This works better in their opinion
this is what theyve used
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5. Multimedia Learning: 5.8. Do you learn better if you know the narrator on the video in person?
Themes/codes
I dont think it matters
if the teacher is good at teaching, thats all that matters
As long as they can grab your attention
I just google it
even if I dont know them I still understand what theyre saying
I still know what theyre doing
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Students give
explanations for their
responses such as: if the
teacher is good at
teaching that's all that
counts, if they are
engaging, if they can
understand them.
This implies that the narrator

does not need to be the
lecturer in face to face
teaching, so tutorials from
other sources could be used
by lectureres if permissable
and appropriate.
5. Multimedia Learning: 5.9. Would you learn better if you could see the narrator on the screen?
Themes/codes
If their gestures benefitted the video at all
CAD like, you kinda just need the mouse and the voice
You dont really need someones finger to point to the screen
Im grand with nobody on the screen
No. I dont think so.
I dont think its needed
You dont have to see them.
Unless its for sign language.
It could be distracting if you see the person.
I think for people who arent hard of hearing that sign language
person is very distracting.
you just keep staring at them
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Survey of DIT 1st and 2nd Year Interior Design & Furniture Students 2014-15 :

Part 2. Background on Interviewees: 1. What is the name of your course

1st Year Participants(4no.)

2nd year participants (2no.)

1st Year Participants(4no.)

2nd year participants (2no.)

1st Year Participants(4no.)

2nd year participants (2no.)

Sketchup (a tool which is self taught by students)

because we got the videos you could go back over it yourself

We were told what to do, and we did it

It can be observed that the

The first years listed the modules they

The explanation for the

Relation to the literature

Implications for existing theory

Implications for Practice

Implications for existing theory

Implications for Practice

1st Year Participants(4no.)

2nd year participants (2no.)

Relation to the literature

really frustrating if you didnt know a new command

one major thing that sticks out in my mind

1st Year Participants(4no.)

2nd year participants (2no.)

Relation to the literature

Implications for existing theory

Implications for Practice

Implications for existing theory

Implications for Practice

Implications for existing theory

CAD is quite hard

Its just practise

1st Year Participants(4no.)

2nd year participants (2no.)

big difference between the interiors and furniture part

With furniture it has to be functional

It can also be decorative..

architecture and engineering

a designer and a problem solver

I thought in first year we would learn basic space

1st Year Participants(4no.)

2nd year participants (2no.)

1st Year Participants(4no.)

2nd year participants (2no.)

Implications for Practice

Implications for Practice

Relation to the literature

Implications for existing theory

Implications for Practice

Relation to the literature

Implications for existing theory

Implications for Practice

1st Year Participants(4no.)

I actually think it has

It depends on what the task is really.

2nd year participants (2no.)

be creative cos youre making a contemporary version of it

Would you think CAD is convergent or divergent?

1st Year Participants(4no.)

We kinda know the basics so

2nd year participants (2no.)

1st Year Participants(4no.)