Research on Learning Motivation for Project-Based Learning in Online Art Education: A Qualitative Study in A Higher Vocational College
DOI:
https://doi.org/10.53469/jerp.2024.06(06).26Keywords:
Project-based learning, Online learning, Learning motivation, Art classroom, Higher vocational collegeAbstract
With the extensive integration of Internet technology and intelligent applications, online education has become the new normal of modern education. As a teaching strategy that emphasises student initiative and deep participation, project-based learning (PBL) has also been increasingly valued and widely used. Based on self-efficacy theory, this study adopts a qualitative research method to explore the motivation of art and design students in higher vocational colleges under the online PBL mode, to examine students' understanding and adaptation to the online PBL mode, and to analyse the advantages, difficulties and challenges of students in the PBL learning process. In addition, how PBL shapes students' perceptions of learning and career aspirations is also the focus of this study. Teachers' supportive role is crucial for optimising teaching strategies and improving the quality of education. This study provides suggestions for strategies to improve students' motivation and future career development in higher vocational art education, as well as a theoretical basis for pedagogical reform and student support services in art programmes.
References
Alsuwaida, N. (2022). Online courses in art and design during the coronavirus (COVID-19) pandemic: Teaching reflections from a first-time online instructor. Sage Open, 12(1), 21582440221079827.
Bandura, A. (1995). Self-efficacy in changing societies Cambridge. MA: Cambridge.
Bandura, A. (1997). Self—eh’icacy: The exercise ofcontrol. In: New York: Freeman.
Burston, J. (2003). Proving IT works. CALICO journal, 219-226.
Creswell, J. W., & Tashakkori, A. (2007). Differing perspectives on mixed methods research. In (Vol. 1, pp. 303-308): Sage publications Sage CA: Los Angeles, CA.
Gömleksiz, M., & Serhatlıoğlu, B. (2013). Prospective teachers’ perceptions of academic motivation levels. The Journal of Turkish Social Research, 17(3), 99-127.
Heflin, H., & Macaluso, S. (2021). Student Initiative Empowers Engagement for Learning Online. Online Learning, 25(3), 230-248.
Hewei, T., & Youngsook, L. (2022). Influencing Factors of Online Course Learning Intention of Undergraduates Majoring in Art and Design: Mediating Effect of Flow Experience. Sage Open, 12(4), 21582440221134004.
Hoskins, S. L., & Van Hooff, J. C. (2005). Motivation and ability: which students use online learning and what influence does it have on their achievement? British journal of educational technology, 36(2), 177-192.
Kang, I., & Lee, H.-M. (2015). A case study of PBL in a college general art class. The Journal of the Korea Contents Association, 15(11), 635-657.
Korkmaz, G., & Toraman, Ç. (2020). Are we ready for the post-COVID-19 educational practice? An investigation into what educators think as to online learning. International Journal of Technology in Education and Science, 4(4), 293-309.
Kyewski, E., & Krämer, N. C. (2018). To gamify or not to gamify? An experimental field study of the influence of badges on motivation, activity, and performance in an online learning course. Computers & Education, 118, 25-37.
Lai, A. (2021). Creating project-based learning for online art classrooms. Journal of Effective Teaching in Higher Education, 4(1), 94-108.
Lavrentieva, N., Spolska, O., Korol, O., Markovskyi, A., & Tkachenko, V. (2023). Higher art education in the European Union: Innovative technologies. Revista Eduweb, 17(2), 234-243.
Lee, F. M., Koch, J. M., & Ramakrishnan, N. (2024). Fine arts students: Mental Health, stress, and Time on Academic Work. Journal of College Student Mental Health, 38(2), 259-274.
Li, J. Y. (2023). The current status and improvement strategies of online course learning experience on Open Educational Learning Network: A case study of Fujian Open University. Journal of Adult Education of Hebei University, 25(1), 20-29.
Li, L.-Y., & Tsai, C.-C. (2017). Accessing online learning material: Quantitative behavior patterns and their effects on motivation and learning performance. Computers & Education, 114, 286-297.
Malone, T. W., & Lepper, M. R. (2021). Making learning fun: A taxonomy of intrinsic motivations for learning. In Aptitude, learning, and instruction (pp. 223-254). Routledge.
Merriam, S. B. (2009). Qualitative Research: A Guide to Design and Implementation.
Mohamad, S. N. A., Embi, M. A., & Nordin, N. M. (2015). Designing Project-Based Learning (PjBL) activities for art and design e-portfolio using fuzzy delphi method as a decision making. Asian Social Science, 11(28), 45.
Motogna, S., Suciu, D. M., & Molnar, A.-J. (2022). Exploring student challenges in an online project-based course. Proceedings of the First International Workshop on Designing and Running Project-Based Courses in Software Engineering Education,
Özhan, Ş. Ç., & Kocadere, S. A. (2020). The effects of flow, emotional engagement, and motivation on success in a gamified online learning environment. Journal of Educational Computing Research, 57(8), 2006-2031.
Poli, O. L., & Batistello, P. (2023). Project-based learning: a case study in a studio of the architecture and urbanism course: Aprendizagem baseada em projetos: um estudo de caso em ateliê do curso de arquitetura e urbanismo. Concilium, 23(6), 118-137.
Pratama, D. S., Ermawaty, I. R., & Hartini, T. I. (2017). Hubungan antara adversity quotient dan self efficacy dengan menggunakan model pbl terhadap hasil belajar fisika siswa SMA. JIPFRI (Jurnal Inovasi Pendidikan Fisika dan Riset Ilmiah), 1(2), 88-93.
Saldana, J. (2013). The Coding Manual for Qualitative Researchers.
Schneider, M., & Preckel, F. (2017). Variables associated with achievement in higher education: A systematic review of meta-analyses. Psychological bulletin, 143(6), 565.
Shin, W., Sun. (2023). A study on art makeup design classes applying project-based learning. Journal of Business Convergence, 8(2), 97-104.
Su, C., Akgunduz, A., & Zeng, Y. (2022). Design education: Learning design methodology to enrich project experience. Proceedings of the Canadian Engineering Education Association (CEEA).
Tang, K. H., & Dos Santos, L. M. (2017). A brief discussion and application of interpretative phenomenological analysis in the field of health science and public health. International Journal of Learning and Development, 7(3), 123-132.
Thomas, D. R. (2006). A general inductive approach for analyzing qualitative evaluation data. American journal of evaluation, 27(2), 237-246.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Jiabao Wu
This work is licensed under a Creative Commons Attribution 4.0 International License.
