ORCID Profile
0000-0002-5617-5155
Current Organisations
University of Technology Sydney
,
GNS Science
,
Delft University of Technology
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Publisher: UNISINOS - Universidade do Vale do Rio Dos Sinos
Date: 09-04-2021
Abstract: Positive student wellbeing is intrinsically connected to positive learning outcomes. Students learn more when they feel well, and the way we shape education influences the way students feel. The COVID-19 crisis has forced us to radically change our design education and is having a large impact on student wellbeing and learning. While some students manage well to adapt to the new circumstances, others struggle and face challenges such as risk of burnout, lack of motivation, and social isolation. In this paper we describe how we approached this challenge by applying methods and principles from strategic human-centred design and systems thinking. The strategic design approach included researching values and patterns in student and staff experiences. The systems approach meant that we saw the university as a complex adaptive system, which focused our activities on connecting staff and students who were and are running multiple creative experiments to promote student wellbeing. This approach is strategic because it supports continuous design and implementation of initiatives to promote wellbeing. While this is work in progress, we here present a number of design principles that we developed through this work that enable future designs that promote student wellbeing in (pandemic) higher education.
Publisher: Elsevier BV
Date: 11-2017
Publisher: Carleton University
Date: 31-08-2018
Publisher: Informa UK Limited
Date: 20-06-2023
Publisher: Informa UK Limited
Date: 03-07-2014
Publisher: Informa UK Limited
Date: 11-11-2020
Publisher: Springer Science and Business Media LLC
Date: 04-08-2017
Publisher: Carleton University
Date: 31-08-2018
Publisher: Elsevier BV
Date: 2017
Publisher: Elsevier BV
Date: 2019
Publisher: Elsevier BV
Date: 2020
Publisher: Intellect
Date: 10-2020
DOI: 10.1386/DBS_00029_1
Abstract: This article presents empirical findings and recommendations from a survey of 100 industrial design engineering students from the Faculty of Industrial Design Engineering at Delft University of Technology, the Netherlands. The article adopts a self-deterministic motivation lens to present findings from a qualitative survey ( N =100 respondents) and two member check workshops with design students and educators regarding motivations to study during COVID-19 restrictions. We identify that COVID-19 lockdown measures compromise three psychological prerequisites for motivation: ‘relatedness’, ‘autonomy’ and ‘competency’. We find that resilient students who have a sense of ‘purpose’ remain highly motivated. The article reveals creative approaches students are applying to build and sustain motivation during the COVID-19 pandemic. The article contributes recommendations for educators and administrators to promote student motivation in pandemic and post-pandemic higher education. This article contributes novel insights regarding how students in particular are remaining motivated to study during COVID-19.
Location: United Kingdom of Great Britain and Northern Ireland
No related grants have been discovered for Mieke van der Bijl-Brouwer.