Using invitational theory to understand the effectiveness of artistic pedagogical technologies in creating an invitational classroom in the online educational milieu

This paper explores how innovative teaching strategies, called artistic pedagogical technologies (APTs) (Perry & Edwards 2010) influence online post-secondary classrooms. APTs are art-based teaching strategies. APTs called photovoice, parallel poetry, and conceptual quilting are described. A research study of the effect of these APTs on the online class milieu, from the perspective of graduate students from a Canadian online university, is discussed. A convenience sample of 15 students participated. Data were collected using an online questionnaire adapted from the Classroom Cohesion Scale (CSS) (Rovai 2002) and the Social Presence Scale (SPS) (Richardson & Swan 2003). A sub-set of the sample participated in a telephone focus group. Data analysis included hand-coding of qualitative data from the questionnaire and focus groups, coupled with analysis using NVivo software to determine themes. The themes are; increased quality of interactions, enhanced sense of community, and further application of course content. Findings are discussed using invitational theory, presented using the four essential propositions of trust, respect, optimism, and intentionality (Purkey 1997). Considerations for educators regarding the use of APTs are reviewed.