Introducing design thinking online to large business education courses for twenty-first century learning

Vallis, Carmen and Redmond, Pterea ORCID: (2021) Introducing design thinking online to large business education courses for twenty-first century learning. Journal of University Teaching and Learning Practice, 18 (6):14. pp. 213-234. ISSN 1449-9789

Text (Submitted Version)
2460-designthinkingonline_revised_jutlp_final copy.pdf

Download (985kB) | Preview


Design thinking can be broadly defined as a set of creative skills to understand and problem-solve ambiguous and complex problems, and a practice that places humans at the heart of the design process. Such collaborative ways of design thinking and design-doing are much needed to address twenty-first century challenges such as climate change. Design thinking methodology is well known for teaching and learning in design disciplines, and to a lesser extent, as an innovative problem-solving framework for business education. Typically design thinking has been taught and practised in physical settings and to a lesser extent online. While design thinking is also increasingly practised online, this is challenging at scale in higher education contexts. This case study analyses design thinking activities with educational technologies in a large undergraduate cohort of first-year business students. Eleven students and three teachers were interviewed to ascertain their level of engagement with design thinking with digital tools and to identify common themes that enabled or inhibited such practice. Student artefacts of design thinking are explored and compared to the interview data. Findings indicate that students may develop novice design thinking skills, process knowledge and mindsets in online and remote delivery modes, despite limited experience, technical and time constraints. Broader learning design implications of design thinking constraints in digital practice are discussed to assist educators. It is suggested that higher education adopt and support design thinking, as a subject and practice, more widely.

Statistics for USQ ePrint 43851
Statistics for this ePrint Item
Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: No evidence of copyright restrictions preventing deposit of Submitted version.
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Faculty/School / Institute/Centre: Current - Institute for Resilient Regions
Date Deposited: 12 Oct 2021 02:43
Last Modified: 08 Sep 2022 05:29
Uncontrolled Keywords: design thinking, technology-enhanced learning, online collaboration, business education
Fields of Research (2008): 13 Education > 1303 Specialist Studies in Education > 130306 Educational Technology and Computing
13 Education > 1301 Education Systems > 130103 Higher Education
13 Education > 1302 Curriculum and Pedagogy > 130203 Economics, Business and Management Curriculum and Pedagogy
Fields of Research (2020): 39 EDUCATION > 3904 Specialist studies in education > 390405 Educational technology and computing
39 EDUCATION > 3903 Education systems > 390303 Higher education
39 EDUCATION > 3901 Curriculum and pedagogy > 390103 Economics, business and management curriculum and pedagogy
Socio-Economic Objectives (2008): C Society > 93 Education and Training > 9302 Teaching and Instruction > 930203 Teaching and Instruction Technologies
Socio-Economic Objectives (2020): 16 EDUCATION AND TRAINING > 1603 Teaching and curriculum > 160304 Teaching and instruction technologies
Identification Number or DOI: doi:10.53761/

Actions (login required)

View Item Archive Repository Staff Only