Abstract
The sudden outbreak caused by the COVID-19 has challenged the global education ecosystem. Similar to other subject area, the Visual Art Education (VAE) conventional face-to-face teaching were replaced with online approach. This dramatic transformation has undoubtedly caused modification of pre-service teacher’s understanding and mind-set toward possibilities of adopting online learning approaches in art classrooms. Recognizing the potential of this situation, this study was set to investigate the effect of online learning toward VAE pre-service teachers’ quality of learning. Conversely, pre-service teacher’s perceived usefulness, perceived ease of use, and attitude toward their behavioral intention to adopt online learning in art classrooms were also tested. A total of 122 VAE pre-service teachers from Malaysia public university were the respondents of this study. The SPSS was employed to analyzed data, while the Partial Least Squares (PLS) of variance-based Structural Equation Modelling (SEM) was used to test the research hypotheses of the study. Findings of the study have indicated that the VAE pre-service teachers’ quality of learning was affected from online learning. The study also suggests that the VAE teachers’ perceived usefulness, perceived ease of use, and attitude were able to explain 65.3 percent of the variance toward their intention to adopt online learning in art classrooms. Hence, it is envisaged that the findings from this study will contribute toward understanding of impact of online learning toward pre-service teacher’s training process. It is also hoped that this study will act as a guide for teachers training institutions and the Ministry of Education toward establishing a standard of successful online learning adoption.
Highlights
As any other subject areas, the Visual Art Education (VAE) teachers are expected to explore and utilized the full potentials of online teaching and learning
The direct relationship between Pu, perceived ease of use (PEoU) and ATT towards behavioral intention (BI) were confirmed by Shao (2019) in his emperical study. It is revealed the important of Pu, PEoU, ATT as predictors and most of the findings proved its correlations in addressing students’ intention to use online learning
COVID-19, an adopted Technology Acceptance Model (TAM)has been successfully helpful to explain the circumstances perceived by VAE pre-service teachers from a public university in Malaysia
Summary
As any other subject areas, the Visual Art Education (VAE) teachers are expected to explore and utilized the full potentials of online teaching and learning. Art classrooms will provide opportunities for VAE pre-service teachers to construct their own knowledge and improve problem-solving skills through simulation, manipulation and creative expression. Despite those mentioned advantages, previous studies have reported that many VAE teachers have not adopted it optimally and without knowing its value and necessity towards successful art instruction (Khairezan, 2020). Addressing the VAE pre-service teachers’ challenges to adopt online teaching and learning will help to determine their intention to adopt it into their future instructional process (Taylor-Guy & Chase, 2020) With this regard, the present study tries to examine the VAE pre-service teacher’s perceived usefulness (PU), perceived ease of use (PEoU), and attitude (ATT) toward their behavioral intention (BI) to adopt online learning in art classrooms. It is anticipated that findings from this study will help to determine strategies for intervention and providing guidelines for successful online adoption in art classrooms, especially in recognizing it as new practices and new norms of teaching and learning among pre-service VAE pre-service teachers
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