An Investigation of Visual Arts Teachers’ Attitudes towards Distance Education in the Time of COVID-19

Abstract

In the fight against the 2019 coronavirus disease (COVID-19) pandemic, countries have replaced traditional face-to-face education with distance education as a defense tool. Distance education is not only education and training but also is related to individuals. In today's world, where we are faced with a new development, the conveniences provided by distance education technologies have been used in all areas of education. Therefore, technological developments cause changes in all areas of education systems. These changes affect the quality and functions of art education directly and indirectly. In this study, visual arts teachers’ attitudes towards distance teaching during the COVID-19 pandemic were investigated. For this purpose, the attitudes towards distance education were examined by gender, age and school type variables. The study, which was carried out in the survey model, was carried out with 165 visual arts teachers working in public and private secondary and high schools in Konya, Aksaray, Karaman and Niğde provinces. Distance education attitude scale was used to collect the research data. Findings revealed that visual arts teachers’ attitudes towards distance education were generally negative. In addition, the participating teachers’ attitudes towards distance education differed based on the school type, gender and age variables.

Did teachers' digital literacy levels affect distance education during the covid-19 pandemic in Türkiye?

“…However, studies in the literature also find a negative relationship between age and distance education attitude (17,18). For this reason, although a significant relationship was observed in this study, it needs to be confirmed by more studies on the subject.…”

The Pitfalls in Assessment Practices in Distance Learning

“…However, it turned out that these challenges exacerbated with the COVID-19 aftermath (Cavus et al, 2021;Hartono & Ozturk, 2022;Hu et al, 2021;Jackowicz & Ozturk, 2021;Noroozi & Sahin, 2022;Paudyal & Rana, 2021). More significant challenges, in the whole learning/teaching process, were experienced by teachers, students and parents during the COVID-19 outbreak circumstances (Kara, 2021;Kibici, 2021;Kilincer, 2021;Maksum & Purwanto, 2022;Mishra et al, 2020;Raza et al, 2021). The assessment process was deeply impacted.…”

Examining the Relationships between High School Students' Interests in Music and Their Creativity

“…Also, creative work develops and exists in the broader context of its sociocultural environment and especially its recipients (Glãveanu, 2014b). Art education enables the child to perceive and evaluate his environment better (Kaleli, 2020a(Kaleli, , 2020b(Kaleli, , 2021Kara, 2021;Kibici & Sarıkaya, 2021;Turhal, 2022;Yağışan & Sünbül, 2009). Art education provides the first step for creativity by teaching not only to look but also to see, hear and hear (Kara, 2022;Kibici, 2021;Ersoy, 1993).…”