Art appreciation in face-to-face and online settings: an analysis of course effectiveness
Date of Award
Ph.D. in Educational Leadership
Department of Educational Leadership
Advisor: Barbara M. De Luca
The purpose of this quantitative quasi-experimental study was to determine if students enrolled in an online introductory art appreciation course learned the same content as their fact-to-face counterparts. To achieve this goal, the researcher compared the level of knowledge attainment of course outcomes in four different content areas: the themes and purposes of art, the organizing principles of art, interpreting iconography, and differentiating between various art media (drawing, painting, sculpture). The following research questions guided the study: 1. How does the overall profile (gender, major, number of terms completed) of students enrolled in a face-to-face art appreciation course differ from that of students enrolled in an online art appreciation course?; 2. How does the gender profile of students enrolled in both the face-to-face and the online sections of an art appreciation course compare to that of students enrolled in courses in the greater academic division and the college?; 3. What impact does course format (face-to-face vs. online) of an introductory art appreciation course have on student achievement of course outcomes: familiarity with the themes and purposes of art, recognition of the organizing principles of art, ability to interpret iconography, and familiarity with various art media?The study's findings serve as an excellent point of departure for future research focusing on gender distribution in face-to-face art appreciation course sections, undeclared majors enrolled in online art appreciation course sections, and the impact that a variety of teaching styles and approaches to interaction may have on students' knowledge achievement of the art appreciation course outcomes.
Education Effect of technological innovations on, Distance education Evaluation, Web-based instruction Evaluation, Computer-assisted instruction Evaluation, Internet in higher education, Art Education, Art History, Educational Leadership, Education, Community College Education, face-to-face, online, teaching, learning, effectiveness, pre-test, post-test, art appreciation, visual literacy
Copyright 2016, author
Joslin, Kelly L., "Art appreciation in face-to-face and online settings: an analysis of course effectiveness" (2016). Graduate Theses and Dissertations. 1219.