Wang Mo, Wang Minjuan, Cui Yulu, Zhang Hai
Fine Arts Academy, Northeast Normal University, Changchun, China.
Learning Design and Technology, San Diego State University, San Diego, CA, United States.
Front Psychol. 2021 Apr 6;12:627095. doi: 10.3389/fpsyg.2021.627095. eCollection 2021.
The pandemic in 2020 made online learning the widely used modality of teaching in several countries and it has also entered the spotlight of educational research. However, online learning has always been a challenge for disciplines (engineering, biology, and art) that require hands-on practice. For art teaching or training, online learning has many advantages and disadvantages. How art teachers embrace and adapt their teaching for online delivery remains an unanswered question. This research examines 892 art teachers' attitudes toward online learning, using learning environment, need satisfaction, mental engagement, and behavior as predictors. Structural equation modeling was used to explore the relationship between these four dimensions during these teachers' participation in an online learning program. The results reveal significant correlations between the learning environment, need satisfaction, mental engagement, and behavior. Moreover, this study reveals the group characteristics of art teachers, which can actually be supported by online learning programs. These findings provide insights into how art teachers view and use online learning, and thus can shed lights on their professional development.
2020年的疫情使在线学习成为多个国家广泛使用的教学模式，它也进入了教育研究的视野。然而，对于需要实践操作的学科（工程学、生物学和艺术）来说，在线学习一直是一项挑战。对于艺术教学或培训而言，在线学习有诸多利弊。艺术教师如何接受并调整其教学以进行在线授课仍是一个悬而未决的问题。本研究以学习环境、需求满意度、心理参与度和行为作为预测指标，考察了892名艺术教师对在线学习的态度。在这些教师参与一个在线学习项目的过程中，采用结构方程模型来探究这四个维度之间的关系。结果显示，学习环境、需求满意度、心理参与度和行为之间存在显著相关性。此外，本研究揭示了艺术教师的群体特征，而这些特征实际上可以得到在线学习项目的支持。这些发现为艺术教师如何看待和使用在线学习提供了见解，从而能够为他们的专业发展提供启示。
