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This paper presents the DILA (Dialogue-Interaction-Learning-Autonomy) framework developed through design-based research in an online undergraduate photography course at RMIT University Vietnam. Addressing the challenge of replicating studio-based pedagogy in digital environments with dialogue-centered approaches using accessible tools, we implemented four integrated dialogue channels across 131 students over a 12-week semester. The framework combines synchronous consultations (39 sessions, 54% participation), asynchronous discussions, strategic support workshops using Miro boards for persistent visual reference, and sustained email correspondence with visual collaboration tools. Observable outcomes include a 45% reduction in procedural questions following High-Distinction exemplary showcases and documented progression from technical dependency to creative autonomy. Unlike technology-intensive approaches, the framework leverages structured dialogue as primary pedagogical technology. The study contributes a theoretically-grounded, empirically tested model for online creative arts education, particularly relevant as AI-generated imagery challenges traditional photography pedagogy, shifting focus from technical execution to critical thinking and aesthetic judgment. Limitations include single-context implementation and absence of control comparison.

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A Dialogue-Centered Framework for Reducing Transactional Distance in Online Photography Education: Design-Based Research in the Vietnamese Context

  • 会议论文

  • 发表日期：

    2026年

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  • Bin Youn,
  • Surendheran Kaliyaperumal

摘要

This paper presents the DILA (Dialogue-Interaction-Learning-Autonomy) framework developed through design-based research in an online undergraduate photography course at RMIT University Vietnam. Addressing the challenge of replicating studio-based pedagogy in digital environments with dialogue-centered approaches using accessible tools, we implemented four integrated dialogue channels across 131 students over a 12-week semester. The framework combines synchronous consultations (39 sessions, 54% participation), asynchronous discussions, strategic support workshops using Miro boards for persistent visual reference, and sustained email correspondence with visual collaboration tools. Observable outcomes include a 45% reduction in procedural questions following High-Distinction exemplary showcases and documented progression from technical dependency to creative autonomy. Unlike technology-intensive approaches, the framework leverages structured dialogue as primary pedagogical technology. The study contributes a theoretically-grounded, empirically tested model for online creative arts education, particularly relevant as AI-generated imagery challenges traditional photography pedagogy, shifting focus from technical execution to critical thinking and aesthetic judgment. Limitations include single-context implementation and absence of control comparison.