The Application of Blended Learning in Drama Teaching in Sichuan Film and Television University of China
Article Sidebar
Main Article Content
Abstract
The integration of online and offline teaching resources in blended learning creates a more flexible and diverse learning environment, facilitates personalized learning support, and fosters a deeper understanding and application of drama performance skills. In the context of university drama education, traditional teaching methods pose challenges in meeting both high-level learning needs (such as opportunities for students to apply, integrate, and synthesize their learning experiences throughout the process) and low-level learning needs (such as access to information, knowledge, and skills). With the advantages of blended learning, the research objectives aim to 1) examine the differences of the students’ performance scores (Body Control, Imagination, and Action) before and after the blended learning in both the control and the treatment groups; and 2) determine the differences of the students’ performance improvement scores (Body Control, Imagination, and Action) between the control and the treatment groups. The population of the research were students at Sichuan Film and Television University, China. A sample of 100 freshman students at Sichuan Film and Television University were purposively assigned to an experimental group receiving a 4-week blended learning intervention and a control group undergoing traditional face-to-face instruction. The quasi-experimental research design has been applied to compare the differences of students’ drama performances, which included body control, imagination, and action. The scores of the performances were collected for the pre-and post-intervention using performance assessments. The t-test for independent means has been utilized to compare the performances between groups—control and experimental, while the t-test for dependent means has been tested to compare the performances within groups—pre-test and posttest of control group, as well as pre-test and posttest of the experimental group.
The results revealed that for the independent samples t-tests evidenced statistically significant improvements in imagination, body control, and action scores amongst the blended learning participants compared to the traditional teaching method. The students’ improvement score showed the highest improvement over other scores. In summation, integration of online and in-person learning catalyzed gains in performance skills and knowledge acquisition. This investigation contributes empirically substantiated insights on blended learning in university dramatic arts curricula. Theoretical and practical implications are discussed.
Article Details
References
Al-Sharhan, S. (2016). Smart classrooms in the context of technology-enhanced learning (TEL) environments. In M. Ally & K. Alshahrani (Eds.), Transforming Education in the Gulf Region:Emerging Learning Technologies and Innovative Pedagogy for the 21st Century. Taylor & Francis. https://doi.org/10.4324/9781315621586
Bai, W. Q., Li, W. H., & Chen, B. L. (2011). Instructional Design Research on Resource-based Blended Learning (Doctoral dissertation).
Bliuc, A. M., Goodyear, P., & Ellis, R. A. (2007). Research focus and methodological choices in studies into students' experiences of blended learning in higher education. The Internet and Higher Education. 10 (4), 231-244.
Chen, W., & Looi, C. K. (2007). Incorporating online discussion in face-to-face classroom learning: A new blended learning approach. Australasian Journal of Educational Technology. 23 (3), 327-326.
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. (6th ed.). Routledge/Taylor & Francis Group.
Dias, S. B., & Diniz, J. A. (2014). Towards an enhanced learning management system for blended learning in higher education incorporating distinct learners' profiles. Journal of Educational Technology & Society. 17 (1), 307-319.
Dunlap, J. C., & Grabinger, S. (2003). Preparing students for lifelong learning: A review of instructional features and teaching methodologies. Performance Improvement Quarterly. 16 (2), 6-25.
Gordon, R. (2006). The purpose of playing: Modern acting theories in perspective. University of Michigan Press.
Hameed, S., Badii, A., & Cullen, A. J. (2008, May). Effective e-learning integration with traditional learning in a blended learning environment. Proceedings of European and Mediterranean conference on information systems (1-16).
Hornbrook, D. (1998). Education and dramatic art. Psychology Press.
Hrastinski, S. (2019). What do we mean by blended learning. TechTrends. 63 (5), 564-569.
Kearns, L. R. (2012). Student assessment in online learning: Challenges and effective practices. MERLOT Journal of Online Learning and Teaching, 8 (3), 198-208.
Khine, M. S., & Lourdusamy, A. (2003). Blended Learning approach in teacher education: combining face-to-face instruction, multimedia viewing and on-line discussion. British Journal of Educational Technology. 34 (5), 671-675.
Liang, B., & Li, Y. (2002). Fundamentals of Drama Performance. Beijing: Culture and Art Publishing House.
Lin, Y. W., Tseng, C. L., & Chiang, P. J. (2016). The effect of blended learning in mathematics course. Eurasia Journal of Mathematics, Science and Technology Education. 13 (3), 741-770.
Jenkins, L. E., & Crawford, R. (2016). The impact of blended learning and team teaching in tertiary pre-service music education classes. Journal of University Teaching & Learning Practice. 13 (3), 1-27.
Major, C. H. (2015). Teaching online: A guide to theory, research, and practice. JHU Press.
Murray, S., & Keefe, J. (2016). Physical theatres: a critical introduction. Routledge.
Nortvig, A. M., Petersen, A. K., & Balle, S. H. (2018). A literature review of the factors influencing e learning and blended learning in relation to learning outcome, student satisfaction and engagement. Electronic Journal of E-learning. 16 (1), 46-55.
Pitches, J. (2005). Science and the Stanislavsky tradition of acting. (3rd ed.). Routledge.
Poon, J. (2013). Blended learning: An institutional approach for enhancing students' learning experiences. MERLOT Journal of online learning and teaching. 9 (2), 271-289.
Stanislavsky, K. (2004). An actor's handbook: an alphabetical arrangement of concise statements on aspects of acting. Taylor & Francis.
Tan, H., & Brahmakasikara, L. (2021). A blended learning design to improve non-music students'
knowledge of Chinese Traditional Music in Hunan Agriculture University. ABAC ODI JOURNAL Vision Action Outcome, 9 (1), 1-23.
Turner, R. C., & Carlson, L. (2003). Indexes of Item-Objective Congruence for Multidimensional Items. International Journal of Testing. 3 (2), 163-171.
Watson, J. (2008). Blended Learning: The Convergence of Online and Face-to-Face Education. Promising Practices in Online Learning. North American Council for Online Learning
Yang, L., & Phongsatha, T. (2023). Blended Learning in Teaching Piano Major Students in the Music Department of Hunan Vocational College of Art. Scholar: Human Sciences. 15 (1), 123-131. https://doi.org/10.14456/shserj.2023.13
Yu, H., & Li, X. (2013). Teaching reform of Chinese drama performance from the perspective of higher education. Research of Ethnic Arts. 1, 79.55
Zhang, Z. H., Liu, W., & Han, Z. (2013). From OCW classroom to MOOC classroom: The return to the source of Learning. Modern Distance Education Research. 3 (1), 20-27.