A Dialogue-Centered Framework for Decreasing Transactional Distance in On-line Images Training: Design-Primarily based Analysis within the Vietnamese Context

This paper presents the DILA (Dialogue-Interaction-Learning-Autonomy) framework developed by design-based analysis in a web-based undergraduate images course at RMIT University Vietnam. Addressing the problem of replicating studio-based pedagogy in digital environments with dialogue-centered approaches utilizing accessible instruments, we applied 4 built-in dialogue channels throughout 131 college students over a 12-week semester. The framework combines synchronous consultations (39 classes, 54% participation), asynchronous discussions, strategic help workshops utilizing Miro boards for persistent visible reference, and sustained e mail correspondence with visible collaboration instruments. Observable outcomes embody a forty five% discount in procedural questions following High-Distinction exemplary showcases and documented development from technical dependency to inventive autonomy. Unlike technology-intensive approaches, the framework leverages structured dialogue as main pedagogical expertise. The research contributes a theoretically-grounded, empirically examined mannequin for on-line inventive arts training, significantly related as AI-generated imagery challenges conventional images pedagogy, shifting focus from technical execution to crucial pondering and aesthetic judgment. Limitations embody single-context implementation and absence of management comparability.