Approachability as a prerequisite of student reflection

Abstract

Research to encourage Indonesian undergraduate student engagement in graphic design courses is examined using the Hexagon Spindle (H-S) Model of Educational Ergonomics. The context of the study is the problems faced by first year Indonesian undergraduate graphic design students who struggle to become independent learners and engage in their studies. Two approaches were used to address this challenge, firstly to encourage increased student reflection by manipulating teaching methods (modelled on UK best practice) and secondly to encourage tutors to become more approachable, thereby creating a safer learning environment. In terms of the H-S model, the research highlighted personal, social and cultural issues and the importance of student-tutor interaction in creating an environment conducive to independent learning and reflection.