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Art Appreciation in Face-to-Face and Online Settings: An Analysis of Course Effectiveness

Joslin, Kelly L.
http://orcid.org/0000-0002-1523-2539
http://rave.ohiolink.edu/etdc/view?acc_num=dayton1478709584805326

Abstract Details

2016, Doctor of Philosophy (Ph.D.), University of Dayton, Educational Leadership.
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.
Barbara M. De Luca, Ph.D. (Committee Chair)
C. Daniel Raisch, Ph.D. (Committee Member)
Peter J. Titlebaum, Ed.D. (Committee Member)
Mary A. Zahner, Ph.D. (Committee Member)
206 p.
Art Education; Art History; Community College Education; Education; Educational Leadership
face-to-face; online; teaching; learning; effectiveness; pre-test; post-test; art appreciation; visual literacy

Recommended Citations

Citations

  • Joslin, K. L. (2016). Art Appreciation in Face-to-Face and Online Settings: An Analysis of Course Effectiveness [Doctoral dissertation, University of Dayton]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1478709584805326

    APA Style (7th edition)

  • Joslin, Kelly. Art Appreciation in Face-to-Face and Online Settings: An Analysis of Course Effectiveness. 2016. University of Dayton, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=dayton1478709584805326.

    MLA Style (8th edition)

  • Joslin, Kelly. "Art Appreciation in Face-to-Face and Online Settings: An Analysis of Course Effectiveness." Doctoral dissertation, University of Dayton, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1478709584805326

    Chicago Manual of Style (17th edition)

dayton1478709584805326
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© 2016, all rights reserved.
This open access ETD is published by University of Dayton and OhioLINK.