Evaluating Deviant Art as an Educational Tool for Collaborative Learning
Date Issued
November 2020
Author(s)
DOI
10.26352/EY12-2384-9509
Abstract
The widespread use of technology has reshaped the field of language teaching and has
transformed the learning experience for language learners. The implementation of
multimedia tools has nurtured opportunities for more student-centred, real-world-like
learning environments where students can become more autonomous and collaborate
with their peers. Pedagogically, the collaborative nature of these tools is founded under
the social constructivist theory according to which learning takes place through social
interactions and language use, and knowledge is shared and becomes more meaningful.
The multimedia tool involved in the present study is Deviant Art, an international online
community for art enthusiasts, featuring artwork, photography and videography. Within
this social community, artists can connect through their art, share their work, engage in
constructive feedback and keep their own journal about their work. The present pilot
study focuses on the evaluation of Deviant Art as an educational tool, as it was used in
the course English for Specific Academic Purposes (ESAP) in the Fall Semester of 2019,
at the Cyprus University of Technology (CUT). The evaluation was based on the
experience of 11 first-year students of the Department of Fine Arts. The aim of the paper
was to investigate students’ perceptions on Deviant Art as an educational tool for
creating collaborative learning opportunities and to examine up to what extent they
intended to continue with the Social Networking (SN) tool after the termination of the
course. Data was collected through the students’ reflection journals, the instructor’s field
notes and through an online questionnaire, submitted at the end of the semester.
transformed the learning experience for language learners. The implementation of
multimedia tools has nurtured opportunities for more student-centred, real-world-like
learning environments where students can become more autonomous and collaborate
with their peers. Pedagogically, the collaborative nature of these tools is founded under
the social constructivist theory according to which learning takes place through social
interactions and language use, and knowledge is shared and becomes more meaningful.
The multimedia tool involved in the present study is Deviant Art, an international online
community for art enthusiasts, featuring artwork, photography and videography. Within
this social community, artists can connect through their art, share their work, engage in
constructive feedback and keep their own journal about their work. The present pilot
study focuses on the evaluation of Deviant Art as an educational tool, as it was used in
the course English for Specific Academic Purposes (ESAP) in the Fall Semester of 2019,
at the Cyprus University of Technology (CUT). The evaluation was based on the
experience of 11 first-year students of the Department of Fine Arts. The aim of the paper
was to investigate students’ perceptions on Deviant Art as an educational tool for
creating collaborative learning opportunities and to examine up to what extent they
intended to continue with the Social Networking (SN) tool after the termination of the
course. Data was collected through the students’ reflection journals, the instructor’s field
notes and through an online questionnaire, submitted at the end of the semester.