A Study on Remote Instruction of Studio Art and Design Pedagogy

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Journal of International Culture & Arts





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This study aims to investigate effective design pedagogy by remote instructions and tools through the virtual art and design studio class. Because of the sudden shift to online instruction due to the COVID-19 pandemic, the academic environment has been faced with difficulties of teaching and learning in terms of limited accessibilities, flexibilities, and interactivities. A few video conferencing applications replaced virtual classrooms, however, various disciplines in art and design education were not able to keep the same creativity as an in-person class due to the vacancy of the studio facilities and resources. However, some discipline, especially graphic design major, as dealing with digital media by individual creative tools appears as a new effective design pedagogy. This study analyzed the effectiveness of remote instruction in a new experimental design pedagogy through the UX/UI design studio. The pedagogical methods between synchronized and unsynchronized meetings were measured by collecting data and information from the survey and exit interviews at the end of the semester. Moreover, the students' outcomes of the design solution were carefully reviewed along with the descriptive data and information. Collected various data and information were reorganized to measure the effective value of learning and teaching through the given remote instruction tools and methods. The findings from the analysis of the effective remote instructions answered for initial research questions. Even if limited interaction and communication in virtual learning and teaching environment is not effective and efficient, applying the digital/online instructional tools properly and efficiently on helping effective working progress for each student is significantly considered. Another significant finding is that well-managed and controlled remote instruction would be a new pedagogical initiative beyond the COVID-19 Pandemic situation. Various instructional models from other researches also provide great potential for face-to-face interaction as an effective virtual classroom and meeting. Even though this study has a few significant concerns for limitation to access design studio facilities and lacking students' self-directed learning and motivation, the pedagogical objectives in UX/UI discipline have met with the satisfaction of students learning and teaching in comprehensive tasks.


Online Art Studio; Remote Instructions; Virtual Classroom; Self-directed Learning; Tangible Pedagogy; COVID-19


Online and Distance Education

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