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An Analysis of Students' Learning Needs in a Basic Drawing Course in Higher Education: A Mixed-Methods Study.

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Bibliographic Details
Title:	An Analysis of Students' Learning Needs in a Basic Drawing Course in Higher Education: A Mixed-Methods Study.
Authors:	Shi, Hang^1,2 shihang@jsut.edu.cn, Karim, Aidah Abdul¹ eda@ukm.edu.my, Husnin, Hazrati¹ hazrati@ukm.edu.my
Source:	International Online Journal of Education & Teaching. 2026, Vol. 13 Issue 3, p163-181. 19p.
Subject Terms:	Drawing instruction, Cognitive styles, Mixed methods research, Higher education, College students, Academic support programs, *Effective teaching
Abstract:	Basic drawing is a foundational yet challenging course for non-art majors in higher education, particularly for Digital Media Technology students whose prior drawing experience may be limited. Understanding their specific learning needs is essential for designing effective instruction. This mixed-methods study aims to investigate the learning needs of Digital Media Technology students in a basic drawing course within a Chinese higher education institution. The participants were 76 students recruited from a Digital Media Technology programme at a Chinese vocational college using convenience sampling, alongside eight students and two instructors who participated in semi-structured interviews. Data were collected through a questionnaire measuring students' prior experience, skill deficiency, and learning preferences, and semi-structured interviews exploring their perceived challenges and instructional needs. Quantitative data were analysed using descriptive statistics, while qualitative data were analysed following grounded theory coding procedures. The findings reveal that most students lack prior drawing experience and experience both skill deficiency and drawing-related stress, with a mismatch between students' cognitive tendencies and the experiential nature of drawing. Students identified increasing interest and making practice more engaging as their primary learning needs. This study conceptualises students' learning challenges as an affective-cognitive gap rather than merely a lack of foundational skills, suggesting that instructional improvement should prioritise engaging, differentiated practice activities over fundamental changes to teaching models. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Basic drawing is a foundational yet challenging course for non-art majors in higher education, particularly for Digital Media Technology students whose prior drawing experience may be limited. Understanding their specific learning needs is essential for designing effective instruction. This mixed-methods study aims to investigate the learning needs of Digital Media Technology students in a basic drawing course within a Chinese higher education institution. The participants were 76 students recruited from a Digital Media Technology programme at a Chinese vocational college using convenience sampling, alongside eight students and two instructors who participated in semi-structured interviews. Data were collected through a questionnaire measuring students' prior experience, skill deficiency, and learning preferences, and semi-structured interviews exploring their perceived challenges and instructional needs. Quantitative data were analysed using descriptive statistics, while qualitative data were analysed following grounded theory coding procedures. The findings reveal that most students lack prior drawing experience and experience both skill deficiency and drawing-related stress, with a mismatch between students' cognitive tendencies and the experiential nature of drawing. Students identified increasing interest and making practice more engaging as their primary learning needs. This study conceptualises students' learning challenges as an affective-cognitive gap rather than merely a lack of foundational skills, suggesting that instructional improvement should prioritise engaging, differentiated practice activities over fundamental changes to teaching models. [ABSTRACT FROM AUTHOR]
ISSN:	2148225X