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A process model and concept map for ...

Clark, Diane Ellen.

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A process model and concept map for Web-based teaching and learning in postsecondary art education.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	A process model and concept map for Web-based teaching and learning in postsecondary art education./
Author:	Clark, Diane Ellen.
Description:	187 p.
Notes:	Major Professor: Betty Jo Troeger.
Contained By:	Dissertation Abstracts International61-05A.
Subject:	Education, Art. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9973235
ISBN:	0599785322

A process model and concept map for Web-based teaching and learning in postsecondary art education.
Clark, Diane Ellen.

A process model and concept map for Web-based teaching and learning in postsecondary art education. - 187 p.

Major Professor: Betty Jo Troeger.

Thesis (Ph.D.)--The Florida State University, 2000.

This study was conducted to explore strategies for Web-based teaching in postsecondary art education. The advantages and disadvantages of this new learning environment were evaluated through qualitative and quantitative methods. The first phase involved a search for Web-based instruction in the arts to discover efforts at Web integration in art education. A review of the literature in the field of instructional technology led to an evaluation of Web-based instruction focused on constructivist educational concepts.

ISBN: 0599785322Subjects--Topical Terms:

1018432
Education, Art.

A process model and concept map for Web-based teaching and learning in postsecondary art education.
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100 1 $a Clark, Diane Ellen. $3 1254015
245 1 0 $a A process model and concept map for Web-based teaching and learning in postsecondary art education.
300 $a 187 p.
500 $a Major Professor: Betty Jo Troeger.
500 $a Source: Dissertation Abstracts International, Volume: 61-05, Section: A, page: 1714.
502 $a Thesis (Ph.D.)--The Florida State University, 2000.
520 $a This study was conducted to explore strategies for Web-based teaching in postsecondary art education. The advantages and disadvantages of this new learning environment were evaluated through qualitative and quantitative methods. The first phase involved a search for Web-based instruction in the arts to discover efforts at Web integration in art education. A review of the literature in the field of instructional technology led to an evaluation of Web-based instruction focused on constructivist educational concepts.
520 $a The second phase of the project consisted of a series of case studies describing the development and utilization of Web-based instructional components in the delivery of postsecondary art education methods courses, specifically ARE 4356: Teaching Aesthetics and Art Criticism, ARE 4357: Teaching Art History, ARE 4930/5930: Museum Education, and EEC 4201: Expressive Arts for Young Children. These courses were given a presence on the Web through a university sponsored program known as Web-MC (Web-mediated course-assistant), which was launched during the summer of 1998. Information published on the Web site included the course syllabus, calendar, and links to online resources. The Web site also provided a forum for reports and discussion of in-school observations using a computer conferencing system. Students and instructors were surveyed at the beginning and end of the classes for their reactions to the inclusion of the Web as a communication and research element in the course. Two completely online courses included in the study were the first offerings of a professional development course in art education and a cross-cultural mythology course. The instructors were interviewed after the completion of the courses to evaluate the experience and determine recommendations for improvement. An educational technology course using the Construe system, which was designed with constructivist pedagogical features, was included as a best practice example.
520 $a The final phase of the project involved the creation of an instructional design process model and an educational concept map based on an evaluation and synthesis of data from the case studies and findings from the best practice examples. Lastly, recommendations were made for the future development of online teaching and learning environments for the delivery of postsecondary art education.
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