Revitalizing the communication classroom: A case of design thinking

ABSTRACT

Originally developed in the field of design, design thinking is widely used as a pedagogical tool to help non-designer students cultivate creative thinking and problem-solving skills. Despite its positive effects on student learning via increased motivation, openness to new ideas, and creative thinking, the understanding of design thinking is limited in the field of communication. Using an exploratory case-study methodology, this study aims to examine the effects of using design thinking on students’ learning experience in the communication classroom. The thematic analysis of student self-reflection essays revealed that students had very positive experiences with the design-thinking framework. More specifically, design thinking provided students with a toolkit for creative problem solving, helped students create practical knowledge, and allowed them to engage in deeper learning and harness the benefits of collaborative creativity. The findings are discussed to advance pedagogical implications for integrating design thinking as a creative learning tool in the instruction of communication classes in higher education.

KEYWORDS:

• design thinking
• experiential learning
• teaching creativity
• communication education