ERIC Number: EJ1320019
Record Type: Journal
Publication Date: 2021-Nov
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1476-8062
EISSN: N/A
Valuing and Supporting Introverted Students in the Virtual Design Classroom
International Journal of Art & Design Education, v40 n4 p714-722 Nov 2021
In-person, introverted students fade into the background. Online they disappear. Typically, introverts are expected to conform, but it's valuable to allow them to participate on their terms. Thoughtful introverts synthesise information and share feedback based on deep reflection, which is valuable to the design process. This article discusses how to support introverted students in the virtual design classroom. It addresses the challenges of the digital environment and presents strategies to engage students in activities and collaboration. Considering the needs of the full spectrum of learners in the virtual space offers faculty the opportunity to create an inclusive and equitable learning environment.
Descriptors: Value Judgment, Extraversion Introversion, Student Characteristics, Student Participation, Learner Engagement, Virtual Classrooms, Educational Environment, Inclusion, Design
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A