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Virtualizing art education: An educ...

Lai, Shu-Ju Alice.

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Virtualizing art education: An educational ethnographic case study of a distance art education course.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Virtualizing art education: An educational ethnographic case study of a distance art education course./
作者:	Lai, Shu-Ju Alice.
面頁冊數:	217 p.
附註:	Adviser: Don H. Krug.
Contained By:	Dissertation Abstracts International63-04A.
標題:	Education, Art. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3049062
ISBN:	0493634525

Virtualizing art education: An educational ethnographic case study of a distance art education course.
Lai, Shu-Ju Alice.

Virtualizing art education: An educational ethnographic case study of a distance art education course. - 217 p.

Adviser: Don H. Krug.

Thesis (Ph.D.)--The Ohio State University, 2002.

With the proliferation of advanced technologies, distance education has become increasingly prevalent in art education. Yet, despite attention among scholars in education and cultural studies given to the Internet, cyberspace, and “the virtual,” the examination of these in art education is still in its infancy. In this dissertation, I present a descriptive, analytical, and interpretive study of Internet-based distance (virtual) art education that addresses such educational practices in the context of multiculturalism. Such an account is necessary for art educators to improve existing courses and to continue investigating technology-integrated culture's impact on the educational process.

ISBN: 0493634525Subjects--Topical Terms:

1018432
Education, Art.

Virtualizing art education: An educational ethnographic case study of a distance art education course.
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520 $a With the proliferation of advanced technologies, distance education has become increasingly prevalent in art education. Yet, despite attention among scholars in education and cultural studies given to the Internet, cyberspace, and “the virtual,” the examination of these in art education is still in its infancy. In this dissertation, I present a descriptive, analytical, and interpretive study of Internet-based distance (virtual) art education that addresses such educational practices in the context of multiculturalism. Such an account is necessary for art educators to improve existing courses and to continue investigating technology-integrated culture's impact on the educational process.
520 $a I examine the online course Art Education 367.01: Ethnic Arts: A Means of Intercultural Communication (<italic>Ethnic Arts Online</italic>) by means of participant observation. Thus, I begin with an overview of educational ethnographic case research methods and the rationale for applying them. Then, I outline the design of the research, the location of research and participants, the methods of data collection and analysis, and the presentation of research. I also discuss the significance of this methodology.
520 $a Next, I address “virtual classes,” drawing on culturalist theories of virtualization and technology. This enables discussion of particular opportunities and challenges of virtualizing <italic>Ethnic Arts</italic>, and student observations and reactions to them. It also implies that virtual classes be studied as operating according to their own dynamics, not merely as “technology enhanced” conventional classes.
520 $a In light of theories of virtualization, I overview the formation of the online version of <italic>Ethnic Arts</italic>. I describe relevant university policies, expectations, supports, and curriculum requirements, illustrating these with examples of course content, assignments and learning outcomes. Then, I overview the design of the online course and summarize the makeup of the enrolled students.
520 $a Having discussed the actual and theoretical context, I analyze student interaction, drawing on textual examples from my ethnographic research. I examine students' presentation of their sense of self and social identity. Then, I further consider the student-centered communicative dynamics of the virtual class, analyzing its specifically multicultural implications. Finally, I theorize how virtual classes can address the assumptions and goals of multicultural education.
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