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Studying online is a non-traditional way of acquiring knowledge, meaning that this process implies some challenges. One is that this approach leads to a lack of engagement, adversely affecting students’ performance and learning outcomes. That is why finding a practical way to solve the issue is reasonable. This paper will offer robust arguments to demonstrate that Design Thinking is relevant to solving the given problem.
One can suppose that Design Thinking is appropriate in the present context because it offers a few essential advantages. Firstly, this approach can be applied to many spheres, and Henriksen, Richardson, and Mehta (2017, p. 140) confirm this claim by admitting that Design Thinking creatively considers educational problems of practice. Secondly, Dell’Era et al. (2020, p. 329) state that sprint execution is a characteristic feature of this phenomenon, meaning that delivering viable products is under consideration. It denotes that the given approach allows individuals to find practical solutions to identified problems. Thirdly, one can claim that Design Thinking is appropriate since it draws sufficient attention to people. Pande and Bharathi (2020, para. 2) admit that the phenomenon aims to improve user experience, while Micheli et al. (2019, p. 130) clarify that user-centeredness and involvement are among the central aspects of this approach. These arguments demonstrate that applying Design Thinking offers significant benefits.
In conclusion, one can firmly admit that Design Thinking is relevant to addressing the lack of engagement during studying online. The focus on creativity while dealing with educational problems implies that the approach can be efficient when applied to this area. Since it generates viable outcomes, Design Thinking can make a solution that will lead to practical improvements. Finally, this phenomenon is relevant since it focuses on users, meaning that it can ensure that students and teachers will not suffer from the particular problem under investigation.
Reference List
Dell’Era, C. et al. (2020) ‘Four kinds of design thinking: from ideating to making, engaging, and criticizing’, Creativity and Innovation Management, 29(2), pp. 324-344.
Henriksen, D., Richardson, C. and Mehta, R. (2017) ‘Design thinking: a creative approach to educational problems of practice’, Thinking Skills and Creativity, 26, pp. 140-153.
Micheli, P. et al. (2019) ‘Doing design thinking: conceptual review, synthesis, and research agenda’, Journal of Product Innovation Management, 36(2), pp. 124-148.
Pande, M. and Bharathi, S. V. (2020) ‘Theoretical foundations of design thinking – a constructivism learning approach to design thinking’, Thinking Skills and Creativity, 36(100637).
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