What is it about?
How can art educators transmit their passion and enthusiasm for art teaching and learning in the virtual classroom? As a collective case study focusing on online undergraduate courses, this research examines how two instructors used instructional methods and technologies, and how their students responded to their pedagogical endeavors.
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Why is it important?
Influenced by the idea of Neurath, Chambers and Sandford (2019) suggsted educators teaching in the digital age are ‘sailors who must rebuild their ship on the open sea’ (926). In this paper, we examined how online learning environments can engage students with their studio art making as systems. Virtual art classes can encourage students to look into themselves and become more aware of themselves. Communicating and feeling connected to others are also critical for students in online settings. This study also found a blurred boundary between real and virtual learning environments.
Perspectives
We started this paper with our concern about many art teachers’ reluctance to embrace virtual art education. In this study, our students reported that online art courses were unfamiliar and challenging to them when they were first thrown into distance education. However, by continuously exploring digital technology and interacting with others online, they gradually became accustomed to virtual art courses. This process can be applied to teachers as well, so we hope this article helps art educators embed conceptual flexibility into their online teaching practices, to facilitate effective virtual art classrooms and supportive online learning communities.
Borim Song
East Carolina University
Read the Original
This page is a summary of: Exploring online art education: Multi-institutional perspectives and practices, International Journal of Education through Art, September 2022, Intellect,
DOI: 10.1386/eta_00104_1.
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