Insights from Three Online Art Educators: Strategies for Instruction, Interaction, and Assessment
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| Title: | Insights from Three Online Art Educators: Strategies for Instruction, Interaction, and Assessment |
|---|---|
| Language: | English |
| Authors: | Song, Borim (ORCID |
| Source: | Art Education. 2021 74(4):16-21. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Art Teachers, Web Based Instruction, Distance Education, College Faculty, Teaching Methods, Teacher Student Relationship, Student Evaluation, Peer Relationship, Feedback (Response) |
| Geographic Terms: | North Carolina, Indiana, Pennsylvania |
| DOI: | 10.1080/00043125.2021.1905399 |
| ISSN: | 0004-3125 |
| Abstract: | Due to the outbreak of COVID-19, which requires the majority of K-16 education to be temporarily taught online. While unfamiliarity with digital technologies may make the transition to online teaching difficult, the world's sudden dependence on distance learning has sparked the pressing need to implement virtual art education that is efficient and effective (Godvin, 2020). The three authors are all art educators who have been teaching virtual courses with a studio art focus in higher education for several years. In this article, based on their experiences, they share their collective insights on approaches to instruction, interaction, and assessment in virtual courses that might help other art educators avoid some of the common pitfalls of online teaching and achieve successful learning outcomes for their students. Each author describes the strategies she employed while teaching an online course and offers an analytical reflection. They end by offering the key learnings from their teaching experiences, examining how diverse students' needs could be met. |
| Abstractor: | ERIC |
| Entry Date: | 2021 |
| Accession Number: | EJ1299103 |
| Database: | ERIC |
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| Abstract: | Due to the outbreak of COVID-19, which requires the majority of K-16 education to be temporarily taught online. While unfamiliarity with digital technologies may make the transition to online teaching difficult, the world's sudden dependence on distance learning has sparked the pressing need to implement virtual art education that is efficient and effective (Godvin, 2020). The three authors are all art educators who have been teaching virtual courses with a studio art focus in higher education for several years. In this article, based on their experiences, they share their collective insights on approaches to instruction, interaction, and assessment in virtual courses that might help other art educators avoid some of the common pitfalls of online teaching and achieve successful learning outcomes for their students. Each author describes the strategies she employed while teaching an online course and offers an analytical reflection. They end by offering the key learnings from their teaching experiences, examining how diverse students' needs could be met. |
|---|---|
| ISSN: | 0004-3125 |
| DOI: | 10.1080/00043125.2021.1905399 |
