Abstract:

The purpose of this study is to investigate the experiences of teachers in the visual arts classes they conducted online during the times of COVID-19 pandemic. The research was constructed around the “holistic single case” design which is one of the approaches in qualitative research. The participants of the study were 30 visual arts teachers who are working in the schools that are affiliated with Ministry of Education and out-of-school learning environments. Data were collected through a questionnaire that is composed of open-ended questions and through semi-structured interviews. The data was analyzed by content analysis. Findings of the study indicated that distant education initially challenged teachers in some processes like conducting an applied class in online environments, planning the flow of the class, motivating the students, encouraging the participation, monitoring and evaluating the students; however, in time, with the trainings they received to enhance their digital competencies, teachers improved themselves and conducted their class processes more effectively. Lack of technological infrastructure and internet access by some of the students was the main issue for teachers in conducting the class and providing equal opportunities in the classroom. On the other hand, distant education was evaluated as having the potential to contribute to visual arts education in terms of supporting approaches to digital arts productions and transfer of knowledge-based artistic contents, facilitating access to museum contents and transfer of them to classroom processes, increasing experience sharing with the world of art, and supporting individuality of the students.

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