Art Teachers' Attitudes Toward Online Learning: An Empirical Study Using Self Determination Theory

Abstract

The pandemic in 2020 made online learning the widely used modality of teaching in several countries and it has also entered the spotlight of educational research. However, online learning has always been a challenge for disciplines (engineering, biology, and art) that require hands-on practice. For art teaching or training, online learning has many advantages and disadvantages. How art teachers embrace and adapt their teaching for online delivery remains an unanswered question. This research examines 892 art teachers' attitudes toward online learning, using learning environment, need satisfaction, mental engagement, and behavior as predictors. Structural equation modeling was used to explore the relationship between these four dimensions during these teachers' participation in an online learning program. The results reveal significant correlations between the learning environment, need satisfaction, mental engagement, and behavior. Moreover, this study reveals the group characteristics of art teachers, which can actually be supported by online learning programs. These findings provide insights into how art teachers view and use online learning, and thus can shed lights on their professional development.

The Impact of Factors on E-Learning Continuance Intention in the Higher Education Sector in Pakistan

“…It is defined as the learning attitude of students determines their willingness and ability to learn. It enhances problem-solving activities, external and internal, beliefs, and goal-level setting (Soriano, 2020;M. Wang et al, 2021).…”

The Teachers’ Online Readiness: an evaluation of Online Learning during Covid-19 Pandemic in Indonesia

“…So that the competence factor, which affects the role as a teacher, may be considered for further analysis as Alvarez, Guasch and Espasa (2009) did. Wang et al (2021) emphasize that internal psychological mechanisms play a role in shaping teacher interest and motivation in responding to online learning. Even art teachers can adapt by embracing online learning to serve as an encouragement to show a professional side.…”

Educational Neuroscience Training for Teachers’ Technological Pedagogical Content Knowledge Construction

“…Mental engagement: Mental engagement scale is considered from well-being (WB, seven items) and satisfaction (SA, six items), and each part has high reliability and validity according to Mo et al (2021). These two aspects were considered because they are highly related to teacher training, especially satisfaction, and it is the best way to assess the effectiveness of the training program (Aimsrikul and Thitinaruemit, 2019).…”

“…The new learning technologies, tools, and platforms can provide for leaners to enhance and generate better experiences (Cui et al, 2019). Especially in the COVID-19 pandemic of 2020 and 2021, it is more important for teachers to use new technology and carry out professional development to improve the educational quality, promote the reform, and reconstruct education (Mo et al, 2021). However, it is obviously not easy for teachers to bridge the gap between theory and practice, especially in a scientific way (Zhang et al, 2020b).…”