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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.

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2022-09-01
2024-04-25
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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
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  • 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

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