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A virtual e-telier: A descriptive st...

Soylu, Mary Katherene.

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A virtual e-telier: A descriptive study of interaction, presence, learning, and satisfaction in an online studio art course for undergraduate non-art majors.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A virtual e-telier: A descriptive study of interaction, presence, learning, and satisfaction in an online studio art course for undergraduate non-art majors./
Author:	Soylu, Mary Katherene.
Description:	404 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.
Contained By:	Dissertation Abstracts International76-02A(E).
Subject:	Art education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3637900
ISBN:	9781321212990

A virtual e-telier: A descriptive study of interaction, presence, learning, and satisfaction in an online studio art course for undergraduate non-art majors.
Soylu, Mary Katherene.

A virtual e-telier: A descriptive study of interaction, presence, learning, and satisfaction in an online studio art course for undergraduate non-art majors. - 404 p.

Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.

Thesis (Ph.D.)--Indiana University, 2014.

This item must not be sold to any third party vendors.

As new online technologies become ever-more present in the classroom, it is imperative for researchers and educators to study the ways in which various modes of computer-mediated communication (CMC) shape online communication and learning and how teaching practices and social dynamics change in online learning contexts. This descriptive case study details the use of synchronous chat and online drawing tools for learning and aesthetic development in the context of an online studio art course. Attention is given to elements of participation, teaching and social presence and the ways in which those elements shape interaction and learning online. In this mixed methods study, participant observation was conducted and four rubrics derived from "Computer-Mediated Discourse Analysis" (CMDA)---functional moves, social construction of knowledge, teaching presence, social presence---were used in the analysis of chat sessions of an online studio art course taught over a period of one year at a major U.S. university. The Aesthetic Development Coding Manual of Housen (1983) was used to analyze chat transcripts of `Looking and Talking about Art' sessions. End-of-the semester student surveys and instructor interviews were conducted and analyzed using the constant comparison analysis procedures of Corbin and Strauss (2007). Findings indicate that the use of online drawing tools to provide visual feedback and critique during weekly online chat sessions supported student art learning. Students reached high phases of knowledge construction and showed increased negotiation of concepts over time. Furthermore, students actively participated in peer critique and regularly assumed instructional roles. An increase in high-level stage moves point to aesthetic development over time. Such findings point to the potential of online learning for art education.

ISBN: 9781321212990Subjects--Topical Terms:

547650
Art education.

A virtual e-telier: A descriptive study of interaction, presence, learning, and satisfaction in an online studio art course for undergraduate non-art majors.
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245 1 2 $a A virtual e-telier: A descriptive study of interaction, presence, learning, and satisfaction in an online studio art course for undergraduate non-art majors.
300 $a 404 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.
500 $a Adviser: Marjorie Manifold.
502 $a Thesis (Ph.D.)--Indiana University, 2014.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a As new online technologies become ever-more present in the classroom, it is imperative for researchers and educators to study the ways in which various modes of computer-mediated communication (CMC) shape online communication and learning and how teaching practices and social dynamics change in online learning contexts. This descriptive case study details the use of synchronous chat and online drawing tools for learning and aesthetic development in the context of an online studio art course. Attention is given to elements of participation, teaching and social presence and the ways in which those elements shape interaction and learning online. In this mixed methods study, participant observation was conducted and four rubrics derived from "Computer-Mediated Discourse Analysis" (CMDA)---functional moves, social construction of knowledge, teaching presence, social presence---were used in the analysis of chat sessions of an online studio art course taught over a period of one year at a major U.S. university. The Aesthetic Development Coding Manual of Housen (1983) was used to analyze chat transcripts of `Looking and Talking about Art' sessions. End-of-the semester student surveys and instructor interviews were conducted and analyzed using the constant comparison analysis procedures of Corbin and Strauss (2007). Findings indicate that the use of online drawing tools to provide visual feedback and critique during weekly online chat sessions supported student art learning. Students reached high phases of knowledge construction and showed increased negotiation of concepts over time. Furthermore, students actively participated in peer critique and regularly assumed instructional roles. An increase in high-level stage moves point to aesthetic development over time. Such findings point to the potential of online learning for art education.
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