ISSN: 2226-6348
Open access
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.
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In-Text Citation: (Rahmat et al., 2021)
To Cite this Article: Rahmat, M. K., Au, W. K., & Nizar, N. N. M. (2021). New Practices and New Norms: How Online Learning Effect the Quality of Visual Art Education (VAE) Pre-service Teacher’s Learning Process. International Journal of Academic Research in Progressive Education and Development, 10(3), 467–478.
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