| abstract |
| Background This study explores the potential of video ethnography as an effective method for visually capturing and analyzing complex interactions and learning processes. It aims to gain a deeper understanding of practical changes in design education and to suggest directions for improving practice-based learning.
Methods This study employed video ethnography to enhance the concreteness and realism of design education by observing and analyzing meaningful behavioral changes in learners. Learner behaviors were categorized into six educational elements―structuring, clarification, delivery, meaning-making, participation, and interaction. Based on qualitative analysis and survey results, the study identified educational implications and directions for improvement through a process of data collection, classroom observation, satisfaction evaluation, and reflection.
Result Survey results indicated that instructors re-recognized the usefulness of learner-centered structures in course implementation, and students reported high levels of satisfaction with class participation and self-directed learning competence. The qualitative analysis clearly identified moments of learner immersion as well as instances of passive responses. These findings, supported by both quantitative and qualitative data, demonstrate the positive impact of practice-based design education.
Conclusion This study found that practice-based design education fosters active learner participation and instructor reflection, contributing to improved educational quality. Learners experienced engagement and satisfaction, while instructors were prompted to redesign their classes. The findings highlight the value of reflective, participatory learning environments and offer meaningful insights for future curriculum design. |
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| Key Words |
| 비디오 에스노그래피, 실천 중심 학습, 디자인 교육, Video Ethnography, Practice-Based Learning, Design Education |
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