TY - GEN
T1 - Art-inspired instructional strategies in online education
AU - Parker, Nichole
AU - Perry, Beth
N1 - Funding Information:
Athabasca University (ARF/SSHRC EXPLORE) grant funding.
Publisher Copyright:
© the authors, 2021. All Rights Reserved.
PY - 2021
Y1 - 2021
N2 - Background: Art-infused learning provides a transformational experience for online students. Arts such as poetry, photography, and music can be incorporated into learning to achieve in-depth reflection, introspection, self-discovery, and knowledge generation. This scoping review answers the following questions: 1) what is the extent, quality, and foci of scholarly literature on the topic of arts-inspired instructional strategies in online education; 2) what are the themes common in published scholarly research related to the use of arts-inspired instructional strategies in online education; 3) what gaps exist in the published research on use of arts-inspired instructional strategies in online education; 4) what research methods have been used successfully in studying the use of arts-inspired instructional strategies in online education; and 5) what concepts and theories on the topic of arts-inspired instructional strategies in online education could be used as a conceptual framework to study arts-inspired instructional strategies as a disruptive pedagogy in online education? Purpose: This paper summarizes evidence from peer-reviewed literature related to arts-inspired instructional strategies in online education. The review offers insights into utilizing art as a disruptive pedagogy in online teaching. The outcome of including arts is adaptable, cost-effective, innovative, and effective learning environments that educate learners through creativity, leadership, and risk-taking. Methods: A four-stage algorithm was used with 128 references. The inclusion, exclusion, and screening process yielded 17 references which allowed the authors to compare themes during analysis. An inter-rater reliability check was conducted. Conclusion: The four themes are: 1) art-inspired teaching strategies facilitate transformational learning; 2) art-inspired teaching strategies offer a unique pedagogical strength in post-secondary online classrooms; 3) art-inspired approaches cultivate a sense of personal empowerment in students; and 4) art-inspired learning requires educators to utilize an intentional and skilled approach. Theoretical foundations supporting art-inspired pedagogy as a disruption in online education are discussed. The term Artistic Pedagogical Technology (APT) was discussed as an overarching concept incorporating art-inspiring and art-based teaching.
AB - Background: Art-infused learning provides a transformational experience for online students. Arts such as poetry, photography, and music can be incorporated into learning to achieve in-depth reflection, introspection, self-discovery, and knowledge generation. This scoping review answers the following questions: 1) what is the extent, quality, and foci of scholarly literature on the topic of arts-inspired instructional strategies in online education; 2) what are the themes common in published scholarly research related to the use of arts-inspired instructional strategies in online education; 3) what gaps exist in the published research on use of arts-inspired instructional strategies in online education; 4) what research methods have been used successfully in studying the use of arts-inspired instructional strategies in online education; and 5) what concepts and theories on the topic of arts-inspired instructional strategies in online education could be used as a conceptual framework to study arts-inspired instructional strategies as a disruptive pedagogy in online education? Purpose: This paper summarizes evidence from peer-reviewed literature related to arts-inspired instructional strategies in online education. The review offers insights into utilizing art as a disruptive pedagogy in online teaching. The outcome of including arts is adaptable, cost-effective, innovative, and effective learning environments that educate learners through creativity, leadership, and risk-taking. Methods: A four-stage algorithm was used with 128 references. The inclusion, exclusion, and screening process yielded 17 references which allowed the authors to compare themes during analysis. An inter-rater reliability check was conducted. Conclusion: The four themes are: 1) art-inspired teaching strategies facilitate transformational learning; 2) art-inspired teaching strategies offer a unique pedagogical strength in post-secondary online classrooms; 3) art-inspired approaches cultivate a sense of personal empowerment in students; and 4) art-inspired learning requires educators to utilize an intentional and skilled approach. Theoretical foundations supporting art-inspired pedagogy as a disruption in online education are discussed. The term Artistic Pedagogical Technology (APT) was discussed as an overarching concept incorporating art-inspiring and art-based teaching.
KW - Art-inspired teaching
KW - Arts-based learning
KW - Online learning
KW - Online pedagogy
KW - Transformational learning
UR - http://www.scopus.com/inward/record.url?scp=85121663829&partnerID=8YFLogxK
U2 - 10.34190/EEL.21.002
DO - 10.34190/EEL.21.002
M3 - Published Conference contribution
AN - SCOPUS:85121663829
SN - 9781914587191
T3 - Proceedings of the European Conference on e-Learning, ECEL
SP - 339
EP - 346
BT - Proceedings of the 20th European Conference on e-Learning, ECEL 2021
A2 - Busch, Carsten
A2 - Steinicke, Martin
A2 - Frieß, Regina
A2 - Wendler, Tilo
T2 - 20th European Conference on e-Learning, ECEL 2021
Y2 - 28 October 2021 through 29 October 2021
ER -