The interconnection and collaborative delivery of arts-based practice involving authentic engagement, creation, and interaction, across subject areas such as Dance, Drama, Music, Visual Arts and Media Arts.
Published in Chapter:
The Brave New World of Tertiary Teaching: The Intricacies of an Online Blended Learning Environment
Bradley Merrick (Melbourne Graduate School of Education, Australia) and Emily Wilson (Melbourne Graduate School of Education, Australia)
Copyright: © 2023
|Pages: 18
DOI: 10.4018/978-1-6684-5709-2.ch010
Abstract
The recent COVID pandemic illustrated a shift in both the type and ways that a range of digital technologies and learning designs have been employed in online teaching across the tertiary context. Of relevance, were the use of blended approaches that integrated online delivery (virtual) while students also attended classes in person. This chapter investigates the affordances, opportunities, and challenges that arose while two academics utilised blended synchronous learning (BSL) within a graduate arts class in Semester One, 2022. Wang's (2008) generic ICT model and the core components of pedagogy, social interaction, and technology were used to observe, interpret, and understand how two lecturers employed digital technologies in their practice. Using a collaborative self-study methodology (Samaras, 2011), via an online collaboration and regular Zoom meetings, emergent themes related to the opportunities and challenges that existed are presented, with consideration given to future adaption of BLS delivery within the tertiary teaching environment.