Course Paper
Overview of the Problem
Online Graphic Design students in higher education require to strengthen their skills and
experience to prepare for real-life projects. Generally speaking, to remain in the high-demand
profession is challenging in a market that relies on collaboration. Likewise, they need to motivate
themselves to gain sufficient teamwork skills and focus on their learning goal. Accordingly, this literature
review investigates the effectiveness of utilizing self-paced teaching in an online graphic design program
in higher education. Specifically, the purpose of this investigation is to explore the motivational aspects
toward improving collaboration and asynchronous interaction in an online graphic design program.
Subsequently, I will analyze studies considering the effects and causes of collaboration and motivation in
higher education in class and online. Identically, studies have shown that students’ collaboration within
diverse fields and experiences is valid (Bridge, 2013). In particular, exercising collaborative projects
during the course guided by the program framework guarantees the necessary skills for all participants.
In fact, learners benefit from each other, and they share skills and strengths by critiquing each other’s
designs and assisting their work. Consequently, students practice the self-paced exercises by processing
knowledge to create their designs instead of spotting and copying (Ojo & Ntshoe, 2017). Nonetheless,
not all students benefit from self-paced education because some learners need more teacher and peer
assistance than the time outline permits (Nagel, 2016; Ojo & Ntshoe, 2017). Accordingly, I will analyze
further studies highlighting the benefits and drawbacks of individualized teaching and the effectiveness
of utilizing individualized education for online graphic students in higher education. More importantly, I
will investigate the need for self-paced group-work projects in higher education and its particular
characteristics
Questions:
Q1: How can motivation factors affect the collaboration of online graphic design students in a
self-paced learning program?
Q2: How can motivation and collaboration affect the success of graphic design students in self-
paced courses?
Literature Review
Ojo & Ntshoe (2017) provided a study that utilized collaborative real design projects recognizing
that students cannot perform individually during the course outline. Specifically, the self-paced plan that
the researchers examined challenges learners to integrate their work in genuine collaboration, including
finishing work separately and turning it in together. More importantly, the teacher gave students a
significant amount of control over the project and carefully assisted them while self-monitoring their
progress in achieving experienced results. Hence, the teacher monitored each step of the designs while
students could learn from one another’s background skills. Besides, students were allowed to ask
questions during the work, and the teacher instructed the student’s interrogations. Accordingly, the
concerned stakeholders and the faculty funded an exhibition for the finalized designs.
Further, the teacher divided students into four groups, two of six and two of seven, considering
that the groups were not even within gender and skills. Still, the group size is related to the assigned
project. Likewise, the students among each group shared eighty percent of the marks, and each student
worked individually, approaching twenty percent to recognize the students who made an extra effort.
The students chose four models to work with, and the process worked in two phases; the first phase
was for the students to decide on the design’s concept and brainstorm by mapping to sketch their ideas
and critique each other’s plan in the critique session. In addition, the instructor assisted the students
with feedback in continuing to develop their designs. Furthermore, to carry on, the students built their
mock-ups alone using different materials. Accordingly, students collaborated on their evaluation and
constructed the mock-ups into multiple parts. Similarly, the groups evaluated each other’s work within
four levels based on creativity, technical structures, and presentations. In addition, the second has two
tasks, including improving and enhancements, evaluation of supply required, operation method &
meeting schedules. Nevertheless, the risk of wasting materials and disappointment was critical in this
task. However, there was an opportunity to work with delicate supplies and learn advanced graphic,
digital techniques. At this point, the teacher’s concern was to monitor the learning process. As a result,
the researchers classified significant differences separating the individual marks and the group marks.
Also, the students surveyed nineteen questions regarding inventory-measuring preferences, feelings,
competencies, and attitudes toward group work. As well as, the researchers ranked the answers on a
Likert scale of one to four to guarantee correct choice so that the students can agree strongly, agree,
disagree, and strongly disagree. Consequently, they broke down the results of this study into four parts.
Accordingly, the self-paced plan engaged students actively in learning where each member had the
opportunities to participate in groups. Further, they build a collaborative learning team, which promotes
the achievement level of each member of the group. Therefore, students used visual language efficiently
and reflected and critiqued their own and others’ visual communication designs. Thus, the notable
control that the students had over the projects produced acknowledged results. In contrast, the
students faced many obstacles regarding receiving multiple ideas, which caused internal conflict,
irritation, and frustration. Consequently, the students took a more challenging time dealing with
different perspectives. Plus, they could not make decisions because there were too many people in each
group. The teacher and the students found measuring participation were challenging. On the other
hand, some students complained that the groups were not equal in gender because the class had more
male than female students. Additionally, some complained that some groups had more experienced
members among them than the others.
Another study by Rizzuto (2015) examined the design and evaluation of a self-paced faculty
development course as an effective format for teaching faculty a new skill that could improve their
teaching practices. Besides, the participants were fifteen full-time and adjunct faculty members who
intentionally registered in the Teaching and Learning Center program in an open-access state college in
the southeastern United States. Moreover, the participants were from different fields. That is, the
analysis of this study noted the demand for online faculty development. The researcher evaluated
faculty development and the mixed-methods research design description, including data collection,
analysis, and limitations. Likewise, she analyzed assessments by observing participants’ responses,
training, and dedicated application of knowledge and skills by the end of the course. Considering faculty
time and access are limited, the researcher needed to provide faculty with self-paced online courses
that teachers can achieve asynchronously on their free schedule. Specifically, the researcher designed a
self-paced online course for faculty at the university to develop professional development regarding
creating rubrics. Indeed, the peer collaboration in the self-paced plan benefited self-reflection,
assessments, and correlating the adult learning principles, leading to more engaged and motivated
learners. The researcher considered it difficult for the faculty to submit the required annual portfolio in
a fixed time, so she suggested internal activities as an alternative solution. For instance, it was difficult
for part-time adjuncts and other faculty to join workshops at the main campus, recognizing that there
were four campuses in the university.
Additionally, there were few asynchronous online faculty development courses available only
for online teachers. However, many faculties do not teach online courses and are not qualified to join
those courses. As a result, the faculty thought of the self-paced online course as a suitable learning
method. Also, the researcher examined the faculty participants’ attitudes toward the self-paced online
faculty development course. Consequently, the faculty will use different assessment tools to supervise
any later self-paced courses. The key to success is addressing the faculty’s needs to build the course.
Furthermore, concerning the differences among instructional, organizational, or individual while utilizing
different methods is expected.
More than a decade, Hu (2008) examined the effects of motivational design and usability
motivational design and usability architecture on learners’ motivation and achievement in self-paced
online courses. Additionally, this study argued that there are too many design principles to consider
while planning an online learning design and context, plus most of them are hard to apply. Therefore,
the researcher approached seventy-two college engineering students on existing online safety training
tutorials and a three-group generalized randomized block design experiment. Specifically, she studied
the relationships among interface usability, learner motivation, mental effort, and learning
performance. Besides, the researcher investigated the interrelationships between commonly used
usability measures and ARCS-based motivation measures with four major motivation categories:
attention, relevance, confidence, and satisfaction. In other words, Hu analyzed the motivation ties to the
learner’s goal and how that can begin, improve, and maintain learning. In particular, most researchers
agree that efforts, choice, and persistence sustain motivation. Similarly, three styles, including choice of
tasks, practice, and resolution, affected motivation. Besides, the study applied quantitative and
qualitative methods, while the research consisted of two phases, including Design and Development and
Experiment and Data Analysis. Further, the study carried Qualitative data through open-ended questions
in the post-session questionnaire. Consequently, this study embraced a different understanding of the
relationship between usability and learner motivation in online learning, and together, it can indeed
influence learner motivation. Although the usability or motivation measures did not predict learning
outcomes, other learning aspects can illustrate the results and test the permissible variations that
motivational design had on performances. Furthermore, particular interface aspects such as multimedia,
typography design, layout, and course navigation affect learner motivation. Additionally, the results
reported that females scored higher in motivation, attention, relevance, confidence, and satisfaction.
Nevertheless, different conditions might affect motivation, such as arranging a quiet place or listening to
background music.
Bransford, Brown and Cocking (1999) emphasized the significant theory from Vygotsky zone of
proximal development that indicates learners can solve problems alone and collaborate with other
skilled individuals while corresponding to relevant frameworks. Including when learners can modify the
knowledge to the actual context, they become qualified problem solvers (Bromme et. al., 2011).
Similarly, Lin (2013) explained cognitive flexibility as restructuring information from context to process
new information and produce different outputs as they adapt to new perspectives. Accordingly, Lin
questioned in his study the relationship between the ability to change and cognitive flexibility.
Specifically, this study aimed to investigate if the correlation between cognitive flexibility and change
affects the students’ outcomes. Further, Lin explained that learners who contribute a positive attitude
toward feedback are more likely to reach positive academic performance and welcome new life
practices. Although the study revealed a positive correlation between cognitive flexibility and openness
to change, it also revealed a negative correlation between openness to change and performance. On the
other hand, this study has some limitations, such as self-reported answers from undergraduate students
in the same university and applied GPA as the only indicator of academic achievement. However, this
confirmed that collaboration depends on the openness to change and a positive attitude toward
feedback from instructors and peers approaching educational contexts.
In addition, a study by Rhode (2008) examined the effectiveness of informal and formal online
collaboration, including the context and instructor feedback, as necessary in an online self-paced
learning experience. For these reasons, the researcher applied mixed methods research approaches to
gather data from the registered learners in a higher education institution in the United States, where the
researcher is the course facilitator. Further, Rhode examined the relationships of learners’ preference of
the communication method, utilizing standard and developing asynchronous communication media.
Accordingly, the learner can join an open-source platform to collaborate and reflect socially and for
educational objectives. Moreover, the students can participate in an interest group (community) even
after the course completion. In other words, the researcher emphasized that collaboration is required
for self-paced online learning. Similarly, the study explained that students favoured flexible
asynchronous activities and blogging more than the discussion on the blackboard. Likewise, the students
pointed out that the teacher’s interactions and course materials are more important than interacting
with other learners.
Another study for Nagel (2016) negotiated that students’ satisfaction and achievements in
online self-paced programs were high. Including, students were pleased for having the freedom in self-
paced studying. Moreover, she argued that online advanced technology-based collaboration among
students, teachers, and content is essential for self-paced prosperity. Nevertheless, Nagel’s analysis of
8,759 students, most seniors, showed that long-time courses adversely impacted commitment and
achievement among self-paced students. Further, self-paced students’ previous experience and
extended enrolment reduced achievement, and on the contrary, the positive effect of active completion
times. Accordingly, the researcher pointed out that adequate time for self-paced education is vital.
In a study by Larkin (2007), the results revealed that instructors and students had positive
attitudes toward asynchronous interaction. Consequently, interaction techniques are necessary to
provide an environment for achievements. Furthermore, Larkin emphasized the need for accelerated
training and change that institutions need to support technology. Besides, Larkin recommended
applying multimedia and video-based tools to enhance communications and access for teachers and
students.
Furthermore, Bridge (2013) investigated the twenty-one-century practices and content learning
in the graphic design field. In conclusion, the results emphasized that motivation and critical thinking are
essential, including other skills like problem-solving, curiosity, innovation, and communication.
Lastly, a study carried by Wiley (2014) indicated that the students need to build a meaningful
social and learning community and collaborate outside the class, such as in a cafe or community center.
Further, utilizing methods such as graphic manual, book tutorial, and video-based tutorials has
significant results in learning, still sustaining motivation and joy.
Summary
The researchers are concerned about the motivation elements in education because online self-
paced programs require meaningful motivation and efforts for remarkable achievements (Lin,2013).
After all, more students drop out of online courses for motivation difficulties. Indeed, the educational
interface design in online learning is essential considering it merges the course materials, peer-instructor
communication, and peer-peer collaboration (Larkin, 2007). For graphic students to merge critical
thinking and creativity into their projects, they need effective collaboration. Hence, collaboration is the
heart of identifying the client’s needs, critical thinking, and solving problems in the profession (Bridge,
2013; Ojo & Ntsho, 2017). No doubt, usability is an essential quality and precise method in software
development. Therefore, reliable usability models can create user-friendly systems for self-paced online
learning (Hu, 2008). However, researchers considered usability testing, assessment, guideline
development, cognitive demonstration, and engaging structure by adopting multiple approaches to
build a motivating interactive online self-paced system that promotes satisfying outcomes. As a result, I
suggest later studies touching on the characters of collaboration and motivation in group projects and
their outcomes in self-paced learning for graphic design students in higher education.
References
Bransford, J., Brown, A., & Cocking, R. (2000). How People Learn: Brain, Mind, Experience, and School:
Expanded Edition. National Research Council. Washington, DC: The National Academies Press,
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Bridges, A. W. (2013). Identification of Perceived 21st Century Graphic Design Skills, Content
Knowledge, and Tools Needed in an Effective University-Level Graphic Design Program.
ProQuest Dissertations Publishing.
Bromme, R., Clarebout, G., Elen, J. & Stahl, E. (2011). Links between beliefs and cognitive
flexibility lessons learned. Springer, 105-107. DOI 10.1007/978-94-007-1793-0_6
Hu, Y. (2008). Motivation, usability and their interrelationships in a self-paced online learning
environment. ProQuest Dissertations Publishing.
Larkin, C. A. (2007). Instructional techniques for online interaction in higher education. ProQuest
Dissertations Publishing.
Lin, Y.-W. (2013). The effects of cognitive flexibility and openness to change on college academic performance. ProQuest Dissertations Publishing.
students’
Nagel, T. (2016). Academic Achievement and Persistence in Online Self-paced Courses. ProQuest
Dissertations Publishing.
Ojo, O., & Ntshoe, I. (2017). Efficacy of collaborative in improving learning outcomes of graphic design in
higher education. South African Journal of Higher Education, 31(3).