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Making space for the rabbit hole: Art education and eLearning development post-pivot

Author

Listed:
  • Matthews, Araminta

    (Kennebec Valley Community College, USA)

  • Conley, Maura

    (Pratt Institute, USA)

Abstract

The pivot to eLearning might have been a bitter pill to swallow for many at first — particularly art educators who find their pedagogy and andragogy steeped in the physical studio space. Soon educators came to notice the value online education was adding to learners’ experiences. Where some students were silent in class, they were vociferous in online forums. Their ability to attend to instructional content improved as they could watch and rewatch lessons and demonstrations. Art students began to view their artistic installations and studio practice from the metacognitive lens: how do I prepare my art for this physical space as well as how do I capture my art for the digital experience of that installation? In this case study, the authors describe their successes with social presence and engagement in art education eLearning, provide strategies for maximising art learner engagement online, share experiential evidence and preliminary survey data to support their observations around improved student engagement in class and beyond, and offer strategies art educators and administrators can immediately implement on campuses or in courses.

Suggested Citation

  • Matthews, Araminta & Conley, Maura, 2023. "Making space for the rabbit hole: Art education and eLearning development post-pivot," Advances in Online Education: A Peer-Reviewed Journal, Henry Stewart Publications, vol. 1(4), pages 388-397, June.
    • Handle: RePEc:aza:aoe000:y:2023:v:1:i:4:p:388-397
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    More about this item

    Keywords

    eLearning; art education online; pedagogy; andragogy; reflection; pandemic pivot;
    All these keywords.

    JEL classification:

    • I2 - Health, Education, and Welfare - - Education
    • A2 - General Economics and Teaching - - Economic Education and Teaching of Economics

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