ABSTRACT
This research incorporated a collaborative teaching model into a selected “introduction to design”
course in order to explore its influences on students’ learning effectiveness. The research subjects were
selected from a polytechnic university in central Taiwan, and included 59 freshmen from the
commercial design department and 57 from the spatial design department. After detailed analysis, the
following conclusions have been drawn: (1) none of the pre-test results for any of the units in the
professional theory have reached a significant level for students from either department. This means
their pre-requisite knowledge for the introduction to design course is homogeneous. (2) The
incorporation of a collaborative teaching model can improve students’ learning effectiveness. (3) The
students from the commercial design department have greater improvement in learning effectiveness
than those from the spatial design department. (4) Both the teachers and the students showed a positive
attitude towards the incorporation of the collaborative teaching model.
Relation:
Asian Journal of Management and Humanity Sciences 4(2-3):125-146, 2009
