Digital technology in the tertiary dance technique studio: expanding student engagement through collaborative and co-creative experiences

Huddy, Avril

doi:10.1080/14647893.2017.1330327

Cited by 21 publications

(13 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…To foster students’ performing creativity and skills, it is important to have sufficient time to engage students in practicing, observing and reflecting as well as interacting with peers and the teacher (Kupers & Dijk, 2020; Salazar, 2011). To resolve the aforementioned problem, researchers have attempted to develop new learning environments with the support of technology so as to enhance students' autonomy and creativity in learning (Huddy, 2017; Li, 2015; Ma & Guo, 2019). Several researchers have demonstrated that flipped learning is an effective approach to coping with this problem by shifting the lecture time to the pre‐class stage, hence giving students more time to practice under the guidance of the teacher in the dance course classes (Awidi & Paynter, 2019; Danker, 2015).…”

Section: Background and Motivationmentioning

confidence: 99%

A creative problem solving‐based flipped learning strategy for promoting students’ performing creativity, skills and tendencies of creative thinking and collaboration

Hsia

Lin

Hwang

2021

Brit J Educational Tech

View full text Add to dashboard Cite

In most performing classes, such as dance or performing arts, students passively follow the scripts or demonstration provided by the teacher, and focus on imitating the acts and practicing repeatedly. Although researchers have begun trying out flipped learning to provide students with opportunities for self‐learning and to increase the time for in‐class collaborative learning and interactions, students’ performing creativity is generally ignored. As a result, the present study proposes a creative problem solving‐based flipped learning (CPS‐based flipped learning) approach to guide students to comprehend the pre‐class materials and to develop their creativity through creative thinking. Moreover an experiment was conducted in a choreography activity of a dance course. A total of 125 university students were recruited and divided into the CPS‐based flipped learning (CPS‐FL) group, the conventional flipped learning (FL) group, and the conventional technology‐based learning (TBL) group for an 18‐week teaching experiment. The results showed that the CPS‐based flipped learning approach could significantly increase students' choreography creativity, dance skills and creative thinking tendency. In addition, the FL group also outperformed the TBL group on choreography creativity and dance skills. No significant differences between the three groups’ collaboration tendency could be found. Lastly, from the students' feedback, it was learned that the CPS‐based flipped learning approach was conducive to stimulating students' inspiration for creation, enhancing their ability to appreciate dance programs and improving their implementation and practice abilities. What is already known about this topic In traditional performing classes, students generally passively follow the examples of demonstration provided by the teacher and focus on repetitive practice. Flipped learning enables students to have more opportunities to practice and interact with peers and the teacher in the class. In flipped learning, proper learning design could be beneficial to increasing students' creativity. What this paper adds A creative problem solving‐based flipped learning approach is proposed. An experiment was conducted in a university dance course to evaluate the impacts of the proposed approach. In addition to performing skills, the proposed approach enhanced the students' creativity performances and learning perceptions. Implications for practice and/or policy Creative problem solving‐based flipped learning has great potential in promoting students’ Creative thinking. Such a learning approach could bring novel ideas into the fields related to creative thinking in addition to arts or performing art courses.

show abstract

Section: Background and Motivationmentioning

confidence: 99%

A creative problem solving‐based flipped learning strategy for promoting students’ performing creativity, skills and tendencies of creative thinking and collaboration

Hsia

Lin

Hwang

2021

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…With the majority of students nowadays growing up with the latest digital technologies, researchers have promoted the benefits of using technology in dance education ( Zhou & Li, 2019 ; Li, 2020 ; Hsia & Sung, 2020 ). Studies have provided sufficient evidence to prove that the utilization of various technologies (e.g., mobile, VR, AR, blogs, apps) in the dance classroom enhances teaching efficiency ( Ren, 2017 ) and student engagement ( Huddy, 2017 ) and enriches teaching resources ( Gingrasso, 2019 ) and interactions between instructors and learners ( Naidoo & Kopung, 2016 ). Zoom has been used in various disciplines at universities due to its quality audio, video, screen sharing and well-supported interactivity ( Parkinson, 2018 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Dance in Zoom: Using video conferencing tools to develop students' 4C skills and self-efficacy during COVID-19

Zhou²,

Lam³

2022

Thinking Skills and Creativity

View full text Add to dashboard Cite

“…Research regarding the use of technology within educational dance contexts is a relatively fresh area of study, but a growing one nevertheless, with a number of research studies (Huddy 2017;Doughty et al 2008;Risner and Anderson 2008) being conducted in the past decade that have investigated the effect(s) of using technology within the dance studio as a learning environment. The theoretical debates concerning the use of technology within education are complex, with some academics (Selwyn 2013) encouraging the consideration of power relations and globalisation to be considered when exploring education and technology, considering who has access to technological teaching tools, where, how and why, something that is a consideration regarding the wider use of the WhoLoDancE tools.…”

Section: Education Dance and Technologymentioning

confidence: 99%

WhoLoDancE: digital tools and the dance learning environment

Cisneros

Stamp

Whatley

et al. 2019

Research in Dance Education

View full text Add to dashboard Cite

show abstract

Digital technology in the tertiary dance technique studio: expanding student engagement through collaborative and co-creative experiences

Cited by 21 publications

References 14 publications

A creative problem solving‐based flipped learning strategy for promoting students’ performing creativity, skills and tendencies of creative thinking and collaboration

A creative problem solving‐based flipped learning strategy for promoting students’ performing creativity, skills and tendencies of creative thinking and collaboration

Dance in Zoom: Using video conferencing tools to develop students' 4C skills and self-efficacy during COVID-19

WhoLoDancE: digital tools and the dance learning environment

Contact Info

Product

Resources

About