Abstract

Online learning has radically altered educational access; however, challenges emerge for learning domains relying on practical learning experiences, such as the creative arts. Research shows praxis is vital to effective arts teacher preparation. However, as Australian initial teacher educators, we noted the challenges of engaging online students in arts praxis and held concerns regarding preparing them adequately for the primary classroom. In exploring solutions, we developed an approach mandating hands-on learning through assessment, theorizing this as praxis-focused pedagogy. Through surveys and interviews, we sought to understand student perspectives regarding the assessment processes and whether this improved online engagement and self-efficacy as future arts educators. Findings confirm students supported a praxis-focused approach to assessment, and reveal beneficial attributes of this approach. The study affirms significant potential for praxis-focused assessment to enhance online arts learning; an approach that may be useful in other online education courses where hands-on experience is central to learning.

摘要

在线学习从根本上改变了教育途径；然而，依赖于实践学习经验的学习领域（例如创意艺术）出现了挑战。研究表明实践对于有效的艺术教师准备至关重要。然而，作为澳大利亚的初级教师教育工作者，我们注意到让在线学生参与艺术实践的挑战，并对他们为小学课堂做好充分准备表示担忧。在探索解决方案时，我们开发了一种方法，要求通过评估进行实践学习，并将其理论化为以实践为中心的教学法。通过调查和访谈，我们试图了解学生对评估过程的看法，以及这是否提高了作为未来艺术教育者的在线参与度和自我效能。调查结果证实学生支持以实践为中心的评估方法，并揭示了这种方法的有益属性。该研究肯定了以实践为中心的评估在增强在线艺术学习方面的巨大潜力；这种方法可能对其他在线教育课程有用，因为实践经验是学习的核心。