Abstract
This exploration aims to understand an initial strategy in rethinking online education, for cohorts in the arts. We propose a rethink of the ‘Community of Inquiry Model’ particularly the model’s social presence as a means to foster an authentic community of learners in a virtual space. Observations have been gathered from a case study investigation. This involved a range of experimental and creative approaches being implemented in the teaching/learning online model, in order to explore factors affecting engagement. Areas of experimentation included transforming educators’ mindset, taking into account cultural expectations and facilitating a cultural exchange of ideas with international cohorts. Remodelling existing technology to facilitate an engaging experience and creating bespoke digital learning packages. Also, merging the lines between storytelling practices, and education, using a media mindset to inform teaching approaches. Although this exploration is heavily focused on international teaching, its findings can be adapted to radically rethink online education. Findings suggest online education does not require a business-as-usual approach, and the virtual space cannot be fully utilised with traditional methods taken from the physical classroom. In addition, previous online approaches need a rethink for future expectations of the learner to be met.
Author Information
Kylie Boon, University of Wales Trinity Saint David, United Kingdom
Glyn Jenkins, University of Wales Trinity Saint David, United Kingdom
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