This research was conducted to offer a perspective into why Creative Arts (CA) subjects in Higher Education in England have historically been shown to use e-learning tools less effectively than other Higher Education departments. UCISA reports from 2014 and 2016 on the effective use of technology to enhance learning have found that CA departments make less extensive use of technology enhanced learning (TEL) tools in comparison with the institutional norms. Effective use of e-learning tools within creative arts face additional pedagogical hurdles in the use of e-learning tools as much of the work is practice-based and often conducted in studio environments.The core activity of this study was a qualitative, exploratory approach to investigate practitioners’ adoption strategies for utilising e-learning tools in CA. This drew on ideas from the constructivist strand of grounded theory. To analyse and evaluate practitioner’s perspectives on adopting e-learning tools, a series of semi-structured interviews were conducted with purposively sampled practitioners actively utilising e-learning tools in CA departments. The analysis of interviews is presented, identifying potential barriers and adoption strategies for using e-learning tools. The findings indicate that the adoption of e-learning tools must be aligned to fundamental principles of CA culture including co-operative approaches to learning; visual aesthetic; and a desire to push perceived boundaries. In addition, adoption of e-learning tools in Creative Arts departments are subject to institutional environments and organisational policy; staff attitudes and confidence; and a student focused approach.
Ryan Wilkinson, The University of Huddersfield, United Kingdom
Jess Power, The University of Huddersfield, United Kingdom
Rupert Ward, The University of Huddersfield, United Kingdom
Graham Gibbs, The University of Huddersfield, United Kingdom