Skip to content
1981
  1. Home
  2. A-Z Publications
  3. International Journal of Education Through Art
  4. Volume 18, Issue 3
  5. Article
Volume 18, Issue 3
  • ISSN: 1743-5234
  • E-ISSN: 2040-090X

Abstract

How can art educators transmit their passion and enthusiasm for art teaching and learning to cultivate human potential in the virtual classroom? As a collective case study focusing on our online undergraduate courses, this research examines how two instructors used instructional methods and technologies, and how their students responded to their pedagogical endeavours. Qualitative content analysis was utilized. Virtual art classes can encourage students to look into themselves and become more aware of themselves. Communicating and feeling connected to others are critical for students in online settings. As demonstrated in our course design, connectivity between students and instructors can be facilitated through a multilayered structure, providing for more efficient communication. This study also found blurred boundaries between real and virtual learning environments. When we facilitate fluidity and conceptual flexibility as online art educators, digital technologies may expand our thinking and expression frameworks.

Resumen

¿Cómo pueden los profesores de artes transmitir su pasión y entusiasmo por la enseñanza y el aprendizaje de las artes a fin de cultivar el potencial humano en el aula virtual? Como un estudio de caso colectivo que se centra en nuestros cursos de grado en línea, esta investigación examina cómo dos instructores utilizaron métodos y tecnologías de instrucción, y de qué manera respondieron sus estudiantes a sus esfuerzos pedagógicos. Se utilizó el análisis cualitativo del contenido. Las clases de artes virtuales pueden alentar a los estudiantes a que se miren a sí mismos y se vuelvan más conscientes de sí mismos. Comunicarse y sentirse conectados con los demás es fundamental para los alumnos en los entornos virtuales. Como se demuestra en nuestro diseño del curso, la conectividad entre estudiantes y profesores se puede facilitar a través de una estructura de múltiples capas, lo que proporciona una comunicación más eficiente. Este estudio también encontró límites imprecisos entre los entornos de aprendizaje reales y virtuales. Cuando facilitamos la fluidez y la flexibilidad conceptual como educadores de artes en línea, las tecnologías digitales pueden expandir nuestros marcos de pensamiento y expresión.

© 2022 Intellect Ltd
Loading

Article metrics loading...

/content/journals/10.1386/eta_00104_1
2022-09-01
2024-09-20
Loading full text...

Full text loading...

References

  1. Akins, Future,, Check, Ed, and Riley, Rebecca. ( 2004;), ‘ Technological lifelines: Virtual intimacies and distance learning. ’, Studies in Art Education, 46:1, pp. 34–47.
     [Google Scholar]
  2. Arghode, Vishal,, Brieger, Earl W., and McLean, Gary N.. ( 2017;), ‘ Adult learning theories: Implications for online instruction. ’, European Journal of Training and Development, 41:7, pp. 593–609.
     [Google Scholar]
  3. Bandura, Albert. ( 2010;), ‘ Self-efficacy. ’, in I. Weiner, and W. Craighead. (eds), The Corsini Encyclopedia of Psychology, New York:: Wiley;, pp. 1–3.
     [Google Scholar]
  4. Bennett, Sue,, Bishop, Andrea,, Dalgarno, Barney,, Waycott, Jenny, and Kennedy, Gregor. ( 2012;), ‘ Implementing Web 2.0 technologies in higher education: A collective case study. ’, Computers & Education, 59:2, pp. 524–34.
     [Google Scholar]
  5. Castro, Juan Carlos. ( 2014;), ‘ Constructing, performing, and perceiving identity(ies) in the place of online art education. ’, Journal of Cultural Research in Art Education, 31, pp. 32–54.
     [Google Scholar]
  6. Chambers, Fiona, and Sandford, Rachel. ( 2019;), ‘ Learning to be human in a digital world: A model of values fluency education for physical education. ’, Sport, Education and Society, 24:9, pp. 925–38.
     [Google Scholar]
  7. Charmaz, Kathy. ( 2001;), ‘ Grounded theory: Methodology and theory construction. ’, International Encyclopedia of the Social & Behavioral Sciences, https://doi.org/10.1016/B0-08-043076-7/00775-0. Accessed 29 July 2022.
     [Google Scholar]
  8. Collins, Michael, and Sullivan, Graeme. ( 2020;), ‘ Artistic research as praxis and pedagogy. ’, in R. Mateus-Berr, and R. Jochum. (eds), Teaching Artistic Research, Berlin and Boston, MA:: De Gruyter;, pp. 29–42.
     [Google Scholar]
  9. Craven, Rhonda. ( 2008;), ‘ The centrality of the self-concept construct for psychological wellbeing and unlocking human potential: Implications for child and educational psychologists. ’, Educational and Child Psychology, 25:2, pp. 104–18.
     [Google Scholar]
  10. Dechant, Kathleen, and Dechant, Lauren. ( 2010;), ‘ Using systems theory to conceptualize the implementation of undergraduate online education in a university setting. ’, Organization Management Journal, 7:4, pp. 291–300.
     [Google Scholar]
  11. Delmas, Peggy M.. ( 2017;), ‘ Using VoiceThread to create community in online learning. ’, TechTrends: Linking Research and Practice to Improve Learning, 61:6, pp. 595–602.
     [Google Scholar]
  12. Díez-Gutiérrez, Enrique, and Gajardo Espinoza, Katherine. ( 2021;), ‘ Online assessment in higher education during Spanish confinement by COVID-19: The view of students. ’, Journal of University Teaching & Learning Practice, 18:5, pp. 1–20.
     [Google Scholar]
  13. Dragona, Daphne. ( 2021;), ‘ Commoning the commons: Revisiting the role of art in times of crisis. ’, in S. Niederberger,, C. Sollfrank, and F. Stalder. (eds), Aesthetics of the Commons, Zurich:: Diaphanes;, pp. 101–24, https://www.diaphanes.net/titel/introduction-6920.
     [Google Scholar]
  14. Dreamson, Neal. ( 2017;), ‘ Online collaboration in design education: An experiment in real-time manipulation of prototypes and communication. ’, International Journal of Art & Design Education, 36:2, pp. 188–99.
     [Google Scholar]
  15. Emejulu, Akwugo, and McGregor, Callum. ( 2019;), ‘ Towards a radical digital citizenship in digital education. ’, Critical Studies in Education, 60:1, pp. 131–47.
     [Google Scholar]
  16. Ergler, Christina R.,, Kearns, Robin,, Witten, Karen, and Porter, Gina. ( 2016;), ‘ Digital methodologies and practices in children’s geographies. ’, Children’s Geographies, 14:2, pp. 129–40.
     [Google Scholar]
  17. Filimowicz, Michael, and Tzankova, Veronika. ( 2017;), ‘ Creative making, large lectures, and social media: Breaking with tradition in art and design education. ’, Arts & Humanities in Higher Education, 16:2, pp. 156–72.
     [Google Scholar]
  18. Gardner, Howard. ( 2020;), ‘ Of human potential: A 40-year saga. ’, Journal for the Education of the Gifted, 43:1, pp. 12–18.
     [Google Scholar]
  19. Guasch, Teresa,, Espasa, Anna, and Martinez-Melo, Montserrat. ( 2019;), ‘ The art of questioning in online learning environments: The potentialities of feedback in writing. ’, Assessment & Evaluation in Higher Education, 44:1, pp. 111–23.
     [Google Scholar]
  20. Han, Hsiao-Cheng. ( 2015;), ‘ Gamified pedagogy: From gaming theory to creating a self-motivated learning environment in studio art. ’, Studies in Art Education, 56:3, pp. 257–67.
     [Google Scholar]
  21. Hubard, Olga. ( 2020;), ‘ Aesthetic experience and global competence: A museum-inspired online course. ’, Arts Education Policy Review, 121:3, pp. 119–23.
     [Google Scholar]
  22. Jagoe, Eva-Lynn. ( 2016;), ‘ Depersonalized intimacy: The cases of Sherry Turkle and Spike Jonze. ’, English Studies in Canada, 42:1, pp. 155–73.
     [Google Scholar]
  23. Jahrmann, Margarete. ( 2017;), ‘ The big urban game, re-play and full city tags: Art game conceptions in activism and performance. ’, in M. Leeker,, U. Schipper, and T. Beyes. (eds), Performing the Digital: Performativity and Performance Studies in Digital Culture, Bielefeld:: Transcript Verlag;, pp. 171–87.
     [Google Scholar]
  24. Jung, Yuha. ( 2015;), ‘ Post stereotypes: Deconstructing racial assumptions and biases through visual culture and confrontational pedagogy. ’, Studies in Art Education, 56:3, pp. 214–27.
     [Google Scholar]
  25. Keifer-Boyd, Karen,, Knochel, Aaron D.,, Patton, Ryan M., and Sweeny, Robert W.. ( 2018;), ‘ Posthumanist movement art pedagogy: Geolocative awareness and co-figurative agency with mobile learning. ’, Studies in Art Education, 59:1, pp. 22–38.
     [Google Scholar]
  26. Lai, Alice, and Ball, Eric L.. ( 2004;), ‘ Students online as cultured subjects: Prolegomena to researching multicultural arts courses on the Web. ’, Studies in Art Education, 46:1, pp. 20–33.
     [Google Scholar]
  27. Lasch, Pedro. ( 2020;), ‘ Art of the MOOC. ’, Pedro Lasch, 18 March, https://www.pedrolasch.com/artofthemooc.html#en.
     [Google Scholar]
  28. Leonidova, Galina V.. ( 2019;), ‘ Human potential formation of children in the system of general education. ’, Economicheskie i Sotcialnye Peremeny: Fakty, Tendencii, Prognoz (Economic & Social Changes: Facts, Trends, Forecasts), 12:3, pp. 172–88.
     [Google Scholar]
  29. Lohr, Kathy D., and Haley, Karen J.. ( 2018;), ‘ Using biographical prompts to build community in an online graduate course: An adult learning perspective. ’, Adult Learning, 29:1, pp. 11–19.
     [Google Scholar]
  30. Manifold, Marjorie C.. ( 2019;), ‘ The M135 e’telier: Addressing the needs of nonart majors in secondary and postsecondary art education programs. ’, Studies in Art Education, 60:4, pp. 287–302.
     [Google Scholar]
  31. May, Heidi. ( 2011;), ‘ Shifting the curriculum: Decentralization in the art education experience. ’, Art Education, 64:3, pp. 33–40.
     [Google Scholar]
  32. Merriam, Sharan B.. ( 2015), Qualitative Research: A Guide to Design and Implementation, San Francisco, CA:: John Wiley & Sons;.
     [Google Scholar]
  33. Meyer, Torseten. ( 2017;), ‘ Next art education: Eight theses future art educators should think about. ’, International Journal of Education Through Art, 13:3, pp. 369–84.
     [Google Scholar]
  34. National Art Education Association ( 2020;), ‘ Mission statement. ’, 16 March, https://www.arteducators.org/about. Accessed 6 July 2022.
  35. Neto, Valter,, Rolim, Victor,, Ferreira, Rafael,, Kovanović, Vitomir,, Gašević, Dragan,, Lins, Rafael D., and Lins, Rodrigo. ( 2018;), ‘ Automated analysis of cognitive presence in online discussions written in Portuguese. ’, in European Conference on Technology Enhanced Learning, Leeds, UK, September, Cham:: Springer;, pp. 245–61.
     [Google Scholar]
  36. Paiva, Daniel. ( 2015;), ‘ Experiencing virtual places: Insights on the geographies of sim racing. ’, Journal of Cultural Geography, 32:2, pp. 145–68.
     [Google Scholar]
  37. Puffert, Rahel. ( 2021;), ‘ What is “in common” here? Transformed relationships between art and education on the path to (digital) commons. ’, in S. Niederberger,, C. Sollfrank, and F. Stalder. (eds), Aesthetics of the Commons, Zurich:: Diaphanes;, pp. 217–39.
     [Google Scholar]
  38. Quinn, Robert D.. ( 2011;), ‘ E-learning in art education: Collaborative meaning making through digital art production. ’, Art Education, 64:4, pp. 18–24.
     [Google Scholar]
  39. Rogach, Olga V.,, Frolova, Elena V., and Ryabova, Tatyana M.. ( 2018;), ‘ Modern school role in human potential development. ’, European Journal of Contemporary Education, 7:4, pp. 804–12.
     [Google Scholar]
  40. Song, Borim,, Lim, Kyungeun, and Kwon, Hyunji. ( 2021;), ‘ Insights from three online art educators: Strategies for instruction, interaction, and assessment. ’, Art Education, 74:4, pp. 16–21.
     [Google Scholar]
  41. Sternhagen, Ronda. ( 2013;), ‘ Art class […] online?. ’, NAEA Monthly Mentor, 20 March, https://naea.typepad.com/naea/2013/03/index.html. Accessed 6 July 2022.
     [Google Scholar]
  42. Thai, Ngoc Thuy Thi,, De Wever, Bram, and Valcke, Martin. ( 2020;), ‘ Face-to-face, blended, flipped, or online learning environment? Impact on learning performance and student cognitions. ’, Journal of Computer Assisted Learning, 36:3, pp. 397–411.
     [Google Scholar]
  43. Tucker, Bill. ( 2012;), ‘ The flipped classroom. ’, Education Next, 12:1, pp. 82–83.
     [Google Scholar]
  44. Turkle, Sherry. ( 2011), Alone Together: Why We Expect More from Technology and Less from Each Other, New York:: Basic Books;.
     [Google Scholar]
  45. Ward, Dave. ( 2018;), ‘ What’s lacking in online learning? Dreyfus, Merleau-Ponty and bodily affective understanding. ’, Journal of Philosophy of Education, 52:3, pp. 428–50.
     [Google Scholar]
  46. White, Marilyn D., and Marsh, Emily E.. ( 2006;), ‘ Content analysis: A flexible methodology. ’, Library Trends, 55:1, pp. 2–45.
     [Google Scholar]
  47. Wiggins, Grant, and McTighe, Jay. ( 2006;), ‘ Examining the teaching life. ’, Educational Leadership, 63:6, pp. 26–29.
     [Google Scholar]
  48. Zahn, Manuel. ( 2019;), ‘ Beyond digital screens: Media-ecological perspectives on artistic practices in the digital media culture. ’, in N. Vansieleghem,, J. Vlieghe, and M. Zahn. (eds), Education in the Age of the Screen: Possibilities and Transformations in Technology, New York:: Routledge;, pp. 80–91.
     [Google Scholar]
  49. Zhan, Zehui, and Mei, Hu. ( 2013;), ‘ Academic self-concept and social presence in face-to-face and online learning: Perceptions and effects on students’ learning achievement and satisfaction across environments. ’, Computers & Education, 69, pp. 131–38.
     [Google Scholar]
  50. Song, Borim, and Lim, Kyungeun. ( 2022;), ‘ Exploring online art education: Multi-institutional perspectives and practices. ’, International Journal of Education Through Art, 18:3, pp. 325–46, https://doi.org/10.1386/eta_00104_1
     [Google Scholar]
/content/journals/10.1386/eta_00104_1
Loading
Exploring online art education: Multi-institutional perspectives and practices
International Journal of Education Through Art 18, 325 (2022); https://doi.org/10.1386/eta_00104_1
/content/journals/10.1386/eta_00104_1
/content/journals/10.1386/eta_00104_1
Loading

Data & Media loading...

  • Article Type: Article
Keyword(s): digital fluidity; educación superior; enseñanza en línea de las artes; fluidez digital; higher education; human potential; instrucción de arte de estudio; online art education; potencial humano; studio art instruction; systems theory; teoría de sistemas

Most Cited Most Cited RSS feed

This is a required field
Please enter a valid email address
Approval was a success
Invalid data
An error occurred
Approval was partially successful, following selected items could not be processed due to error