The Effect of Online and Face-To-Face Teaching Method on Course Outcomes and Attitudes in Secondary School 1st Grade Visual Arts Course

Yıl 2024, , 464 - 473, 31.07.2024

Sema Kara

https://doi.org/10.24106/kefdergi.1525362

Öz

Purpose: In this study, the effects of effective combination of online technologies and face-to-face teaching practices on students' attitudes and course outcomes in secondary school visual arts courses were investigated.
Design/Methodology/Approach: This research is an experimental study based on the Pre-Test - Post-Test Trial and Control Group (Split-Plot-t Design) 2x2 factorial (two groups and two measurements) and repeated measures design. In the study, "experimental procedures" were applied to the experimental group with sessions lasting two hours a week for 6 weeks.
Findings: This research is an experimental study based on the Pre-Test - Post-Test Trial and Control Group (Split-Plot-t Design) 2x2 factorial (two groups and two measurements) and repeated measures design. In the study, "experimental procedures" were applied to the experimental group with sessions lasting two hours a week for 6 weeks. The research groups were divided into two separate groups. The experimental group was applied on Tuesday and the control group was applied on Wednesday.
Highlights: The mean scores of the subjects who participated in the 6-week online learning and face-to-face teaching sessions in the post-test of visual arts acquisitions were higher than the mean scores of the pre-test. The Wilcoxon Z test was used to determine whether the difference between the mean scores of the experimental group in the pre-test and post-test of visual arts acquisitions was significant or not, and it was found that the difference was significant at p<.01 level.

Anahtar Kelimeler

Visual Arts Education, Online Learning, Face-to-Face Teaching, Course Outcomes, Attitude towards Visual Arts Course

Kaynakça

• Adu, K., & Duku, N. (2021). Learning styles and instructional materials as correlates of Grade 6 learners`’ Mathematics performance in Buffalo City, South Africa. Research in Social Sciences and Technology, 6(3), 242-255. https://doi.org/10.46303/ressat.2021.41
• Akinbadewa, B. O., & Sofowora, O. A. (2020). The effectiveness of multimedia instructional learning packages in enhancing secondary school students' attitudes towards biology. International Journal on Studies in Education, 2(2), 119-133. https://doi.org/10.46328/ijonse.19
• Alan, S., & Sünbül, A.M. (2010). High school students' relationship between computer and internet use and reading habits in Konya. The 4th International Computer & Instructional Technologies Symposium, September 24-26, Selçuk University, Konya, Turkey.
• Alkauskas, G. (2018). Music-mathematics interconnections: An approach through science (works by mathematicians), and an approach through the arts. Lietuvos Muzikologija, 19, 175-191.
• Altowairiki, N. (2021). Online collaborative learning: Analysing the process through living the experience. International Journal of Technology in Education, 4(3), 413-427. https://doi.org/10.46328/ijte.95
• Alzboun, M.S., Halalsheh, N.Z., Alslaiti, F.M., Aldreabi H., & Dahdoul, N.K.S. (2023). The effect of digital content designed based on learning styles on academic achievement and motivation toward learning. International Journal of Education in Mathematics, Science, and Technology (IJEMST), 11(6), 1405-1423. https://doi.org/10.46328/ijemst.3750
• Anderson, L.W., & Bourke S.F. (2013). Assessing affective characteristics in the schools. Routledge.
• Aşkar, P., & Olkun, S. (2005). PISA 2003 sonuçları açısından okullarda bilgi ve iletişim teknolojileri kullanım. Eurasian Journal of Educational Research, 19, 15-34.
• Aslantaş, S. (2014). Görsel sanatlar dersine yönelik tutum ölçeği geliştirilmesi. Uluslararası Türk Eğitim Bilimleri Dergisi, 2, 185-196.
• Baş, G., Kubiatko, M., & Sünbül, A.M. (2016). Teachers' perceptions towards ICTs in teaching-learning process: Scale validity and reliability study. Computers in Human Behaviour, 61, 176-185. https://doi.org/10.1037/t53684-000
• Bates, A. W. (1997). Restructuring the university for technological change. The Carnegie Foundation for the Advancement of Teaching.
• Cole, M.T., Shelley, D.J., & Swartz, L.B. (2014). Online instruction, e-learning, and student satisfaction: A three-year study. International Review of Research in Open and Distance Learning, 15(6), 111-131. https://doi.org/10.19173/irrodl.v15i6.1748
• Comer, D.K., Clark, C.R., & Canelas, D.A. (2014). Writing to learn and learning to write across the disciplines: Peer-to-peer writing in introductory-level MOOCs. International Review of Research in Open and Distance Learning, 15(5), 26-82. https://www.learntechlib.org/p/156214/
• Cung, B., Xu D., & Eichhorn, S. (2018). Increasing interpersonal interactions in an online course: Does increased instructor email activity and voluntary meeting time in a physical classroom facilitate student learning?. Online Learning, 22(3), 193-215. https://doi.org/10.24059/olj.v22i3.1322
• Demosthenous, G., Panaoura, A., & Eteokleous, N. (2020). The use of collaborative assignment in online learning environments: The case of higher education. International Journal of Technology in Education and Science, 4(2), 108-117. https://doi.org/10.46328/ijtes.v4i2.43
• Doğru, O. (2020). An investigation of pre-service visual arts teachers' perceptions of computer self-efficacy and attitudes towards web-based instruction. International Journal of Research in Education and Science, 6(4), 629-637. https://doi.org/10.46328/ijres.v6i4.1454
• Dziuban, C., Moskal, P., Thompson, J., Kramer, L., DeCantis, G., & Hermsdorfer, A. (2015). Student satisfaction with online learning: Is it a psychological contract?. Online Learning, 19(2), 1-15.
• Godwin-Jones, R. (2013). Emerging technologies: The technological imperative in teaching and learning less commonly taught languages. Language Learning & Technology, 17(1), 7-19. https://doi.org/10125/24502
• Hiltz, S.R. (1995). Impacts of college-level courses via asynchronous learning networks: Focus on students. Journal of Asynchronous Learning Network, 1(2), 1-19. https://doi.org/10.24059/olj.v1i2.1934
• Hu, H., & Huang, F. (2021). Application of universal design for learning into remote English education in Australia amid COVID-19 pandemic. International Journal on Studies in Education, 4(1), 55-69. https://doi.org/10.46328/ijonse.59
• Huda, M., Maseleno, A., Atmotiyoso, P., Siregar, M., Ahmad, R., Jasmi, K., Hisyam, N. (2018). Big data emerging technology: insights into an innovative environment for online learning resources. International Journal of Emerging Technologies in Learning, 13(1), 23-36. https://doi.org/10.3991/ijet.v13i01.6990
• Huppert, F.A. (2009). Psychological well-being: evidence regarding its causes and consequences. Applied Psychology: Health and Well-Being, 1, 137-164. https://doi.org/10.1111/j.1758-0854.2009.01008.x
• Johnson, S.D., & Aragon, S.R. (2003). An instructional strategy framework for online learning environments. New Directions for Adult and Continuing Education, 100, 31-43. https://doi.org/10.1002/ace.117
• Jonassen, D.H. (2004). Handbook of research on educational communications and technology. Taylor and Francis.
• Kaleli, Y.S. (2020). The effect of computer-assisted instruction on piano education: An experimental study with pre-service music teachers. International Journal of Technology in Education and Science, 4(3), 235-246. https://doi.org/10.46328/ijtes.v4i3.115
• Kaleli, Y.S. (2021). The effect of individualised online instruction on TPACK skills and achievement in piano lessons. International Journal of Technology in Education, 4(3), 399-412. https://doi.org/10.46328/ijte.143
• Kara, S. (2021). An investigation of visual arts teachers' attitudes towards distance education in the time of COVID-19. International Journal on Social and Education Sciences, 3(3), 576-588. https://doi.org/10.46328/ijonses.246
• Khan, B.H. (1998). Web-Based Instruction (WBI): An introduction. Educational Media International, 35(2), 63-71. https://www.learntechlib.org/p/85633/
• Kibici, V.B. (2018). İlkokul müfredatına uygun müzik dersi eğitim yazılım programının geliştirilmesi ve uygulanmasının değerlendirilmesi (Tez No. 592232) [Doktora tezi, Necmettin Erbakan Üniversitesi-Konya]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
• Kibici, V.B., & Sarıkaya, M. (2021). Readiness levels of music teachers for online learning during the COVID 19 Pandemic. International Journal of Technology in Education, 4(3), 501-515. https://doi.org/10.46328/ijte.192
• Kim, C., Park, S.W., & Cozart, J. (2014). Affective and motivational factors of learning in online mathematics courses. British Journal of Educational Technology, 45(1), 171-185. https://doi.org/10.1111/j.1467-8535.2012.01382.x
• Kizilcec, R.F., Pérez-Sanagustín, M., & Maldonado, J.J. (2017). Self-regulated learning strategies predict learner behaviour and goal attainment in Massive Open Online Courses. Computers & Education, 104, 18-33. https://doi.org/10.1016/j.compedu.2016.10.001
• Koehler, M.J., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology. Computers & Education, 49, 740-762. https://doi.org/10.1016/j.compedu.2005.11.012
• Koyuncuoğlu, O. (2021). Lisansüstü öğrencilerinin teknolojik pedagojik ve alan bilgilerinin (TPAB) incelenmesi. International Journal of Education in Mathematics, Science, and Technology, 9(2), 299-313.
• Kuo, Y.C., Walker, A.E., Belland, B.R., & Schroder, K.E. (2013). A predictive study of student satisfaction in online education programmes. International Review of Research in Open and Distance Learning, 14(1), 16-39. https://doi.org/10.19173/irrodl.v14i1.1338
• Kuo, Y.C., Walker, A.E., Schroder, K.E., & Belland, B.R. (2014). Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. Internet and Higher Education, 20, 35-50. https://doi.org/10.1016/j.iheduc.2013.10.001
• Lee, J. (2014). An exploratory study of effective online learning: Assessing satisfaction levels of graduate students of mathematics education associated with human and design factors of an online course. International Review of Research in Open and Distance Learning, 15(1), 111-132. https://doi.org/10.19173/irrodl.v15i1.1638
• Lim, C.P., & Ching, C.S. (2004). An activity-theoritical approach to research of ICT integration in Singapore schools: Orienting activities and learner autonomy. Computers & Education, 43, 215-236. https://doi.org/10.1016/j.compedu.2003.10.005
• Lu, W., Wang, H., Lin, Y., & Li, L. (2020). Psychological status of medical workforce during the COVID-19 pandemic: a cross-sectional study. Psychiatry Research, 288, 1-5. https://doi.org/10.1016/j.psychres.2020.112936
• Martin, F., Sun, T., & Westine, C.D. (2020). A systematic review of research on online teaching and learning from 2009 to 2018. Computers & Education, 159, 104009. https://doi.org/10.1016/j.compedu.2020.104009
• Martinez, M. (2002). What is personalised learning?. The eLearning Developers' Journal, 1-8. https://www.learningguild.com/pdf/2/050702dss-h.pdf
• McLeod, S. (2017). Experimental design. Simply Psychology. https://www.simplypsychology.org/experimental-designs.html.
• Montgomerie, K., Edwards, M., & Thorn, K. (2016). Factors influencing online learning in an organisational context. Journal of Management Development, 35(10), 1313-1322. https://doi.org/10.1108/JMD-05-2016-0067
• Moore-Adams, B.L., Jones, W.M., & Cohen, J. (2016). Learning to teach online: A systematic review of the literature on K-12 teacher preparation for teaching online. Distance Education, 37(3), 333-348. https://doi.org/10.1080/01587919.2016.1232158
• Naser, A.Y., Dahmash, E.Z., Al-Rousan, R., Alwafi, H., Alrawashdeh, H.M., & Ghoul, I. (2020). Mental health status of the general population, healthcare professionals, and university students during 2019 coronavirus disease outbreak in Jordan: A cross- sectional study. Brain and Behaviour, 10(8), e01730. https://doi.org/10.1002/brb3.1730
• Newby, J.M., O'Moore, K., Tang, S., Christensen, H., & Faasse, K. (2020). Acute mental health responses during the COVID-19 pandemic in Australia. PLoS One, 15(7), 1-11. https://doi.org/10.1371/journal.pone.0236562
• Payton, M. E., Richter, S. J., Giles, K. L., & Royer, T. A. (2006). Transformations of count data for tests of interaction in factorial and split-plot experiments. Journal Of Economic Entomology, 99(3), 1002-1006. https://doi.org/10.1603/0022-0493-99.3.1002
• Phirangee, K. (2016). Students' perceptions of learner-learner interactions that weaken a sense of community in an online learning environment. Online Learning, 20(4), 13-33. https://doi.org/10.24059/olj.v20i4.1053
• Pushpanadham, K., Mandal, S., & Sareen, S. (2023). Revisiting ’great media debate’: Technology-mediated learning and ground realities across the Indian Institutes of Technology. Research in Educational Policy and Management, 5(1), 1-17. https://doi.org/10.46303/repam.2023.2
• Qihan. (2020). Internet+ supported art teachers' quality improvement training programmes of Xinzheng city. https://www.meipian.cn/2qtky2jq
• Ruane, R., & Koku, E.F. (2014). Social network analysis of undergraduate education student interaction in online peer mentoring settings. Journal of Online Learning and Teaching, 10(4), 577-589.
• Shackelford, J.L., & Maxwell, M. (2012). Sense of community in graduate online education: Contribution of learner to learner interaction. International Review of Research in Open and Distance Learning, 13(4), 228-249. https://doi.org/10.19173/irrodl.v13i4.1339
• Şisman, B., & Kucuk, S. (2019). An educational robotics course: Examination of educational potentials and pre-service teachers' experiences. International Journal of Research in Education and Science, 5(2), 510-531.
• Sünbül, A.M. (2010). Öğretim ilke ve yöntemleri. Çizgi Yayınevi.
• Susanto, R., Rachmadtullah, R., & Rachbini, W. (2020). Technological and Pedagogical Models: Analysis of Factors and Measurement of Learning Outcomes in Education. Journal of Ethnic and Cultural Studies, 7(2), 1–14. https://doi.org/10.29333/ejecs/311
• Tawfik, A.A., Giabbanelli, P.J., Hogan, M., Msilu, F., Gill, A., & York, C.S. (2018). Effects of success v failure cases on learner-learner interaction. Computers & Education, 118, 120–132. https://doi.org/10.1016/j.compedu.2017.11.013
• Thompson, V.L., & McDowell, Y.L. (2019). A case study comparing student experiences and success in an undergraduate course offered through online, blended, and face-to- face instruction. International Journal of Education in Mathematics, Science and Technology, 7(2), 116-136. https://doi.org/10.18404/ijemst.552411
• Tor, H., & Erden, O. (2004). İlköğretim öğrencilerinin bilgi teknolojilerinden yararlanma düzeyleri üzerine bir araştırma. The Turkish Online Journal of Educational Technology, 3(1), 120-130.
• Vijayavalsalan, B. (2018). Students’ impressions on the effectiveness of online discussion forums. Research in Social Sciences and Technology, 3(1), 86-108. https://doi.org/10.46303/ressat.03.01.6
• Vilppu, H., Södervik, I., Postareff, L., & Murtonen, M. (2019). The effect of short online pedagogical training on university teachers' interpretations of teaching-learning situations. Instructional Science, 47, 679-709. https://doi.org/10.1007/s11251-019-09496-z
• Wang, M., Wang, M., Cui, Y., & Zhang, H. (2021). Art teachers' attitudes towards online learning: An empirical study using self determination theory. Frontiers in Psychology, 12, 627095. https://doi.org/10.3389/fpsyg.2021.627095
• Wikipedia. (2021, 25 October). Albrecht Dürer. https://tr.wikipedia.org/wiki/Albrecht_D%C3%BCrer.
• Xhelili, P., Ibrahimi, E., Rruci, E., & Sheme, K. (2021). Adaptation and perception of online learning during COVID-19 Pandemic by Albanian university students. International Journal on Studies in Education, 3(2), 103-111. https://doi.org/10.46328/ijonse.49
• Yıldız, R., Sünbül, A.M., Koç, M., & Halis, İ. (2004). Öğretim teknolojileri ve materyal geliştirme kitabı. Nobel-Atlas Yayınevi.
• Yurt, E., & Sünbül, A.M. (2012). Effect of modelling-based activities developed using virtual environments and concrete objects on spatial thinking and mental rotation skills. Educational Sciences: Theory and Practice, 12(3), 1987-1992.
• Zillmer, D., & Mussmann, T. (2023). Improving student performance with ILS based student-teacher pairings. International Journal on Studies in Education (IJonSE), 5(3), 317-331. https://doi.org/10.46328/ijonse.133
• Zimmerman, T.D. (2012). Exploring learner to content interaction as a success factor in online courses. International Review of Research in Open and Distance Learning, 13(4), 152-165. https://doi.org/10.19173/irrodl.v13i4.1302
• Zuhairi, M., Nomida, M.D., & Hartati, M. (2018). Development of online learning model in learning plan programme on education teacher of madrasah ibtidayah study programme (PGMI). International Journal of Recent Scientific Research, 9, 26041-26046.