Isolation, connection, and embracement: Exploring students’ perspectives on virtual art education during the pandemic

Abstract

Utilizing storytelling, two art educators explore how their undergraduate students experienced the transition to online education after the outbreak of COVID-19. Three themes are examined based on the students’ reflections: (1) new characteristics of and experiences within virtual learning, (2) isolation and connection, and (3) embracement and adjustment. The participating students shared their course experiences, with regard to the changes in course design and structure made due to the abrupt transition to online instruction. The participating students felt some loneliness due to isolation and social distancing. They experienced multilayered connections purposefully made through learning communities, small groups, student pairs, and student-instructor communication using discussion boards, emails, group chat, personal webpages, and Canvas messages and feedback. We suggest that exchanging narratives about students’ learning and art making experiences helps educators build their own teaching communities and serves as a strategy to overcome challenges and develop resilience in uncertain times full of changes and transitions.

Keywords:

• Virtual art education
• higher education
• student experience
• isolation and connection
• COVID-19

Correction Statement

This article has been corrected with minor changes. These changes do not impact the academic content of the article.

Notes

1 All student names included in this article are pseudonyms.