A Study of Online Teaching and Learning in the Situation of the Covid-19 Epidemic of Acting and Directing Majors Performing Arts Faculty of Fine Arts at Srinakharinwirot University

Abstract

This research aimed to achieve two primary objectives: firstly, to investigate the challenges and conditions of online teaching and learning within the context of the COVID-19 pandemic, specifically among students majoring in Acting and Directing at the Faculty of Fine and Applied Arts, Srinakharinwirot University. Secondly, it endeavored to examine the various problems and obstacles encountered in the organization of online teaching during the pandemic for this same cohort. Employing a mixed-methods approach that combined qualitative and quantitative research, our study involved three distinct participant groups: full-time lecturers specializing in Acting and Directing (comprising a total of 5 individuals), special lecturers (2 individuals), and students enrolled in the first to fourth years of the Acting and Directing major during the academic years 2021 and 2022 (totaling 91 participants). The research employed diverse data collection tools, including in-depth interviews, questionnaires, and focus groups, with data subsequently analyzed using descriptive and basic statistical techniques.

The research findings indicated that, concerning teaching and learning, students needed to possess a comprehensive understanding of concepts and theories. This foundational understanding served as a precursor for their gradual immersion into practical guidelines, ultimately leading to a more holistic comprehension. In terms of instructional tools and media, it was evident that online teaching necessitated an increased demand for educational resources. This encompassed both students and educators requiring access to a range of devices such as computers, mobile phones, and iPads to facilitate their engagement with online instructional materials.

Additionally, the study highlighted the importance of incorporating diverse instructional activities aimed at enhancing learning outcomes. These activities served to diversify teaching approaches, reduce overreliance on traditional lectures, and foster a greater interest in each subject.

Furthermore, the research underscored the significance of preparedness for online teaching and motivation for online learning. Readiness for online teaching encompassed various essential elements integral to effective online instruction. It was noteworthy that students' comprehension of online learning materials might not have equated to their understanding of in-class instruction, necessitating educators to adapt assessment methods to accommodate this distinction. This adjustment was essential to ensure that students attained expected learning outcomes aligned with the course objectives in the context of online instruction.