A blended learning approach to interaction in visual arts education: a case study of an online learning environment

Abstract

The aim of this study was to design, implement and evaluate a New South Wales secondary school blended Visual Arts Program. The online learning activities utilised Salmon's (2002) Five-Stage Model for online learning. The investigation explored two related areas: (1) limited reports of historical and critical evaluations of Visual Arts Education in Australia and worldwide, and (2) the effect that a blended approach to learning has on student perceptions, online interactions and work samples. The sample in the current study investigated a class of twelve students, two teachers and three art practitioners who worked online using MOODLE over a twelve-week period. A further subsample selection was made to isolate the group with the highest interactivity. Methods of data collection included complementary qualitative and quantitative strategies. A variety of data instruments were designed and used to analyse pre-online and post-online questionnaires; pre-, mid-, and post-online reflection forums; teacher, student, and artist interactions; and asynchronous online dialogue. Data analysis was emergent and initially the pawing method was used to isolate salient categories, subcategories and themes, before effective instruments were designed. Coding of responses was developed and direct interpretations made. Triangulation of the data occurred at the level of data collection, research question design and data instruments created. The results demonstrated student misconceptions and established the value of online learning experience, but they also effectively isolated examples of interactions in discussions that encapsulate the theoretical aspects of this study. There were six preliminary findings. This study has shown that a blended learning approach to learning in the Visual Arts using an online environment can successfully engage students in socially mediated interactions with art practitioners and changes student perceptions about learning. There is evidence to suggest that blending art, technology and authentic face-to-face and online experiences in the Visual Arts makes meaningful interactions possible.