E-learning in art and design : perceptions and practices of lecturers in undergraduate studio-based disciplines and the rhetoric of innovative practices
Date Issued
2011
Author(s)
Abstract
The objective of this research is to compare the noticeably prevalent perception
among undergraduate studio-based art and design lecturers that elearning can
contribute little or nothing to teaching and learning, against the rhetoric and literature
of elearning associated with competencies for the knowledge economy. The inference
is that elearning is unsuitable for the instructional strategies associated with art and
design education. This anecdotal evidence together with the limited studies on the
implementation of online learning technologies in art and design education, triggered
this research. The significance of this study is that it seeks to contribute to the present
re-evaluations of art and design education in the context of the knowledge economy.
The core question is: how do the perceptions and practices of teaching staff in art and
design disciplines compare and contrast with the associated rhetoric and literature of
elearning and innovative practices? Consistent with the phenomenographic approach
to research, this study pursues a second-order perspective, i.e. through a qualitative
analysis of interviews this research deals with people’s experiences of aspects of the
world. It considers the pedagogies associated with elearning for the premise is that the
competencies required for the knowledge economy cannot be provided for unless
there is a corresponding change in teaching and learning methods. This research
confirms the prevalence of the perception that elearning can contribute little or
nothing to teaching and learning and attributes this to the historical evolution of art
and design pedagogies, the persistence of didactic methods, the false understanding of
elearning as replacing rather than enhancing teaching and learning practices and the
lack of sufficient and appropriate professional development and training opportunities
for teaching staff. The implication is that there is a noticeable misalignment between
perceptions and practices of elearning and the associated rhetoric and literature of
elearning and innovative teaching and learning practices.
among undergraduate studio-based art and design lecturers that elearning can
contribute little or nothing to teaching and learning, against the rhetoric and literature
of elearning associated with competencies for the knowledge economy. The inference
is that elearning is unsuitable for the instructional strategies associated with art and
design education. This anecdotal evidence together with the limited studies on the
implementation of online learning technologies in art and design education, triggered
this research. The significance of this study is that it seeks to contribute to the present
re-evaluations of art and design education in the context of the knowledge economy.
The core question is: how do the perceptions and practices of teaching staff in art and
design disciplines compare and contrast with the associated rhetoric and literature of
elearning and innovative practices? Consistent with the phenomenographic approach
to research, this study pursues a second-order perspective, i.e. through a qualitative
analysis of interviews this research deals with people’s experiences of aspects of the
world. It considers the pedagogies associated with elearning for the premise is that the
competencies required for the knowledge economy cannot be provided for unless
there is a corresponding change in teaching and learning methods. This research
confirms the prevalence of the perception that elearning can contribute little or
nothing to teaching and learning and attributes this to the historical evolution of art
and design pedagogies, the persistence of didactic methods, the false understanding of
elearning as replacing rather than enhancing teaching and learning practices and the
lack of sufficient and appropriate professional development and training opportunities
for teaching staff. The implication is that there is a noticeable misalignment between
perceptions and practices of elearning and the associated rhetoric and literature of
elearning and innovative teaching and learning practices.
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E-learning in art and design perceptions and practices of lectures in undergraduate studio-based disciplines and the rhetoric of innovative practices.pdf
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