The Impact of Readiness and Experience on Online Art Education Intentions in Guangxi, China

Yang Min Li; Lee Keok Cheong

doi:10.56982/dream.v3i07.247

Authors

Yang Min Li City University
Lee Keok Cheong City University, Kuala Lumpur, Malaysia

DOI:

https://doi.org/10.56982/dream.v3i07.247

Keywords:

readiness, online learning, art education intentions

Abstract

This paper explores the impact of readiness and experience on online art education intentions among undergraduates in Guangxi, China. By integrating the Technology Acceptance Model (TAM) and Self-Determination Theory (SDT), this study hypothesizes that higher levels of readiness and positive previous experiences significantly enhance students' intentions to engage in online art education. The paper further examines the synergistic effects of readiness and experience, proposing a comprehensive framework to understand their combined influence. The expected findings aim to contribute to theoretical advancements in online education models and offer practical insights for educators and policymakers to improve online art education strategies. The study also identifies critical research gaps and suggests directions for future studies to enhance the effectiveness and accessibility of online education in diverse contexts.

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

References

Alqurashi, E. (2019). Predicting student satisfaction and perceived learning within online learning environments. Distance Education, 40(1), 133-148. DOI: https://doi.org/10.1080/01587919.2018.1553562

Bao, W. (2020). COVID-19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies, 2(2), 113-115. DOI: https://doi.org/10.1002/hbe2.191

Baran, E., & Correia, A.-P. (2014). A professional development framework for online teaching. TechTrends, 58(5), 95-101. doi:10.1007/s11528-014-0791-0 DOI: https://doi.org/10.1007/s11528-014-0791-0

Bawa, P. (2016). Retention in online courses: Exploring issues and solutions—A literature review. SAGE Open, 6(1), 1-11. doi:10.1177/2158244015621777 DOI: https://doi.org/10.1177/2158244015621777

Brown, S., & Smith, J. (2022). Technical difficulties and student persistence in online education. Journal of Online Learning Research, 18(3), 223-240.

Chen, L., & Xu, M. (2020). Effectiveness of Blended Learning in Art Education: A Comparative Study. Art Education Review, 32(4), 150-165.

Cheng, S., Huang, Y., & Yang, H. (2021). Integrating digital tools into art education: Potentials and challenges. Journal of Educational Technology Development and Exchange, 14(1), 45-62.

Davis, R., & Froman, T. (2022). The role of technological infrastructure in online learning readiness. Educational Technology Research and Development, 70(2), 145-160.

Dixson, M. D. (2015). Measuring student engagement in the online course: The Online Student Engagement Scale (OSE). Online Learning, 19(4), 143-157. doi:10.24059/olj.v19i4.561 DOI: https://doi.org/10.24059/olj.v19i4.561

Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5-22. DOI: https://doi.org/10.1177/0047239520934018

Graham, C. R. (2019). Current research in blended learning. In M. G. Moore & W. C. Diehl (Eds.), Handbook of Distance Education (pp. 173-188). Routledge. doi:10.4324/9781315296135-13 DOI: https://doi.org/10.4324/9781315296135-15

Green, J., Chen, X., & Yu, S. (2021). Student satisfaction and performance in online learning environments. International Journal of Educational Technology in Higher Education, 18(1), 12-25.

Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review, 27.

Hung, M. L., Chou, C., Chen, C. H., & Own, Z. Y. (2021). Learner readiness for online learning: Scale development and student perceptions. Computers & Education, 55(3), 1080-1090. DOI: https://doi.org/10.1016/j.compedu.2010.05.004

Johnson, S., & Aragon, S. (2021). Cognitive readiness in online education: A critical review. Journal of Educational Computing Research, 59(4), 635-656.

Kim, N., & Frick, T. (2021). Engagement and performance in online learning: The role of prior experience. Educational Media International, 58(1), 32-47.

Kuo, Y. C., Walker, A. E., Belland, B. R., & Schroder, K. E. E. (2014). A predictive study of student satisfaction in online education programs. The Internet and Higher Education, 23, 29-34.

Lee, J., Park, J. Y., & Davis, R. (2020). The role of self-efficacy in the acceptance of online learning. The Internet and Higher Education, 27, 1-10.

Lee, J. (2021). Technological readiness and online learning success: Evidence from a survey of students. Journal of Online Learning and Teaching, 17(4), 377-389.

Li, J., et al. (2021). Virtual Reality in Online Art Education: Enhancing Spatial Understanding and Creativity. International Journal of Art and Design Education, 40(3), 215-230.

Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning Journal, 22(1), 205-222. DOI: https://doi.org/10.24059/olj.v22i1.1092

Martin, F., Wang, C., & Sadaf, A. (2020). Student perception of helpfulness of facilitation strategies that enhance instructor presence, connectedness, engagement and learning in online courses. The Internet and Higher Education, 37, 52-65. DOI: https://doi.org/10.1016/j.iheduc.2018.01.003

Martin, F., Stamper, B., & Flowers, C. (2020). Examining student perception of readiness for online learning: Importance and confidence. Online Learning, 24(2), 38-58. DOI: https://doi.org/10.24059/olj.v24i2.2053

Ministry of Education of the People's Republic of China. (2020). Education reform and development in China. Beijing: Education Press.

Smith, A., & Johnson, R. (2023). Collaborative Learning in Online Art Education: Building Community and Enhancing Outcomes. Digital Art Education Journal, 25(1), 78-95.

Smith, A., Jones, P., & Williams, K. (2022). Psychological factors influencing online learning readiness. Journal of Educational Psychology, 114(2), 304-318.

Sun, A., & Chen, X. (2021). Online education and its effective practice: A research review. Journal of Information Technology Education: Research, 15, 157-190. DOI: https://doi.org/10.28945/3502

Wang, X., et al. (2021). Challenges of Online Art Education: Ensuring Access and Participation. Journal of Digital Education, 14(2), 98-115.

Wang, Q., Zhu, X., & Tang, Y. (2022). Assessing online learning readiness: A comparative study. Computers & Education, 176, 104351. DOI: https://doi.org/10.1016/j.compedu.2021.104351

Zhang, W., Wang, Y., Yang, L., & Zhang, D. (2021). Suspending classes without stopping learning: China's education emergency management policy in the COVID-19 outbreak. Journal of Risk and Financial Management, 14(4), 1-12.

Zhang, Y., et al. (2022). The Growth of Online Art Education Platforms During the COVID-19 Pandemic. Journal of Art Education Technology, 18(2), 45-60.