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E-learning for dance education: a
case study
Äli Leijen
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Overview of the presentation
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ICT tools for Dance
Aim of the study, research questions
Participants
Method, instruments, analysis
Results
Conclusions
Suggestions for the further studies
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Interactive Resource Packs
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Bedford Interactive from 1989 onward
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Marta Graham dance technique (2003)
Choreographic Outcomes (2003)
Wild Child (2003)
The Center fro Art and Media, Germany
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Forsythe’s Improvisation Technologies
(1994)
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3D Animation program
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Dance Forms 1.0, Credo Interactive
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Ballet and Modern dance movement library
for creating animated choreography
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Online tools
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Kavakli (2005) discussed the process in
developing a virtual learning environment
(WEBDANCE) for teaching traditional dances.
Popat (2002) described the use of a dynamic
website for teaching choreography in
international cooperation project (TRIAD)
between students from Great Britannia,
Portugal and America.
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Aim of the study
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Due to this limited number of studies
reported about usage of online ICT
applications in dance education, our
research group decided to conduct a
case study, which aims to describe the
process of using e-learning in an
international dance education program
(Dance Integrated in Humanities and
Society).
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Research questions
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How were the e-courses prepared by teachers
in terms of organization, interaction activities,
and guidance and feedback principles?
How satisfied were students with these course
components and, with their overall learning
process and its outcomes?
Which were the most enjoyable aspects of the
course and which problems appeared during
the courses for both teachers and students?
Which aspects need improvement for the
future programs according to teachers and
students?
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Participants
Country
Belgium
Teachers
1
Students
7
Austria
8
Hungary
2
NL
5
14
USA
1
12
Total
7
43
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Courses
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1. The choreography seminar (43)
2. Physical Conditioning Training of Dancers
(43)
3. Choreography’s Geography (23)
4. Digital Portfolio (14)
5. Listening to the body (17)
6. Interactive composition workshop (14)
7. The preservation of contemporary artistic
practice in dance: Emio Greco | PC (15)
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Method
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Based on Yin (1994) a multiple case study
method was selected to describe the process
of the e-leaning phase of the DIHS program.
Construct validity of the study was supported
by using multiple sources of evidence.
External validity of the study was supported
using replication logic in research design while
studying the seven e-courses.
A case study protocol and database was
created in order to increase the reliability of
the study.
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Instruments
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A problems checklist (problems in emails)
Case reports (content, organization,
interaction, guidance, feedback; LMS)
A questionnaire (measure students’
satisfaction with 4 course components,
and overall process and outcomes;
most enjoyable, problematic aspects,
improvement).
Group interviews (Students)
Interviews (Teachers)
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Analysis
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Quantitative data, ANOVA to examine
differences in students’ satisfaction between
the seven courses among six items.
Qualitative data with content analysis methods
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Contents with similar message were coded and
summarized. Transcripts of the interviews with
teachers were scrutinized, and important substances
were selected to describe the process of the courses.
In addition, these results were also used to control
the information provided by students in group
interviews. A chain of evidence was created between
the data collected with different methods.
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Results: 1. The choreography seminar
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Observing, analyzing, and discussing the work of
contemporary choreographers through video and
performance.
Detailed instructions, 5 assignments,
spread deadlines
Enjoyable: content, assignments,
communication with teacher, feedback
Problem: assignments, materials,
interaction, feedback
Improvement: personal feedback,
reduce the number of assignments
Results: 2. Physical Conditioning
Training of Dancers
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Discuss issues related to fitness and
conditioning
2 short assignments, group essay (clear
instructions, reading materials)
Enjoyable: collaboration, necessary
topic
Problems: 2/3 collaborative essay,
materials difficult
Improvement: redesign group work,
relevant reading materials, more
creative tasks
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Results: 3. Choreography’s Geography
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To bring a greater awareness of the role
of place in our choreographic practices
Assignments: walk in town, write an
essay, create 3 movements, gestures
Enjoyable: creative and practical tasks
Problems: contact with teacher, no
feedback
Improvement: More assignments,
group collaboration, better
communication with teacher, feedback
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Results: 4. Digital Portfolio
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To prepare students for creating a digital
portfolio (position oneself in dance)
View 3 interviews, clarify personal position,
discuss these ideas in forum (free), collect
artifacts
Enjoyable: theme, discussion, freedom
Problems: pure organization, aims and
assignments unclear, slow communication with
teacher
Improvement: structure of the course,
assignments, clear aims, expectations, better
communication
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Results: 5. Listening to the body
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This movement workshop is based on bodymind principles. The purpose is to increase the
ability to reflect .
Read BMC article, carry out practical
assignments (focus on breathing), write
reflection (3 times, every month)
Enjoyable: subject, practical assignments,
feedback
Problems: interaction with students (2),
contact with teacher (1)
Improvement: 11 no, collaboration
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Results: 6. Interactive composition
workshop
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practical and theoretical research about creative
process, intuition and improvisation
(3 assign.) reflective evaluation, create a solo
and read articles and discuss with peers, find
5 conclusions
Enjoyable: different assignments, teacher’s
motivation
Problems: communication with teacher;
schedule of the course: deadlines in the end;
heavy workload; video assignment;
collaboration too late; unclear instructions
Improvement: better communication with
teacher, feedback, deadlines apart, clear
instructions, exclude video assignment
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Results: 7.The preservation of contemporary artistic
practice in dance: Emio Greco | PC
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Anthropological points of view towards
choreography as a cultural practice based on
Emio Greco
CV, read, write personal reflection, read another article,
compare with the first text, read texts on EG website, add
comments to the site. Read another student’s comment,
elaborate on argument.
Enjoyable: subject, assignments, freedom
Problems: course started late, not enough time for
assignments, instructions for assignments missing,
no collaboration in forum.
Improvement: Start earlier, assignments apart,
feedback earlier, forum for discussions, instructions
for assignments.
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Mean, N, SD
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Satisfaction with…
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organization (F (6,162) = 11.5; p < 0.001; η² =
0.3)
interaction (F (6,155) = 2.5; p < 0.05; η² = 0.09)
guidance (F (6,16)= 13.1; p < 0.001; η² = 0.32)
feedback (F (6,16) = 10, p < 0.001; η² = 0.24)
overall learning process (F (6,162) = 4.21; p <
0.001; η² = 0.15)
learning outcomes (F (6,162) = 2.55; p < 0.001; η²
= 0.09).
All above were perceived differently among the
courses
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The effect size¹ varies from small
(0.09) to medium (0.34).
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[1] Effect size refers to the effect size as a
result from the analyses using both the
independent variables and covariates. Effect
size f = √ [ղ² / (1- ղ²)], with ղ² equaling the
proportion explained variance in the criterion
variable. So, the proportion explained variance
ղ² equals [f²/(1+ f²)]. Cohen (1988) defined
small, medium, and large f values. A small
effect size is defined as f=.10; medium effect
size as f=.25; and large effect size as f=.40.
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Organization
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Satisfying organization includes clear
description of the course aims, detailed
schedule for course activities with
deadlines spread over the course.
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Interaction
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In terms of interaction of the course, it can be
concluded that interaction activities, which
provide opportunities to share and reflect are
necessary learning methods. On the other
hand, group work activities which depended
on team members’ participation and require a
heavy work load from students with different
geographical locations and time zones lead
into frustration.
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Guidance
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Based on the required activities the
need for guidance and further
communication differs among courses.
However, if students indicate difficulties
and approach teachers additional
guidance is essential and should be
provided to students with minimal
delay.
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Feedback
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In sum, students need feedback on
their performance. The procedure of
proving feedback should be clearly
communicated for students, feedback
should be provided to all learners
despite of the fact that not all of them
ask for it personally.
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Learning process and outcomes: a
negative case
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In brief, a course which was perceived
as being dissatisfying in terms of
students own learning process and its
outcomes was in the same time
perceived as dissatisfying in terms of
the organization of the course (unclear
aims, instructions),
guidance (slow communication)
feedback provided by the teacher
(slow).
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Conclusion
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In principle the use of e-learning phase for
DIHS program succeeded.
Findings on organization, interaction, guidance
and feedback confirm the results from
previous studies carried out about e-learning
courses.
Difference: Compared to the other studies in
the field of higher education, dance students
need to carry out activities, besides analytical
work, related to creative and practical
processes (as shown in DIHS3, DIHS5, DIHS
6) as this is a crucial element in their learning
process.
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Discussion
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As the DIHS e-learning phase showed,
LMS is suitable medium for dance
courses, as it was a facilitating process
of acquiring, processing and using
knowledge.
However it seemed to neglect
supporting creative and practical
activities as the outcomes of these were
just reported (sending video failed).
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Suggestions for the further studies
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To conduct a study to investigate
further the pedagogical practices of
practical dance classes in order to find
out which aims, methods, assessment
and support materials are being used.
These findings can suggest a direction
for (re-)designing ICT tools, which
advocate more closely the existing
pedagogical context.