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Tan, Seng Chee, 1965-
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Despite the significance of technology and collaboration in the contemporary practice of media art, the potential for computer-supported collaborative learning (CSCL) to transform the learning of media art has not been well understood due to the paucity of research. The recent introduction of media art into the undergraduate art curriculum in Singapore, and the use of a prototypical CSCL environment specifically developed for the teaching and learning of media art, have engendered contextual gaps in the application of CSCL in higher education. A study of contemporary practices and dominant theories in CSCL and art education reveals a dearth of empirical studies in the CSCL of media art at the undergraduate level. There also exist operational gaps in the use of CSCL in media art because we do not fully understand the challenges of using CSCL environments as a medium for creative expression in the new order of art. Research is therefore needed to better understand what learning media art through CSCL in higher education is like. This study attempted to address these contextual and operational gaps by understanding how undergraduates experienced and negotiated the CSCL of media art and the underlying factors that could have influenced their behaviours, and derive the implications and hence suggestions for the design of CSCL environments for media art. The multiple case study research method was used to closely follow four undergraduates attending a media art course conducted over a semester, as they used a prototypical CSCL environment known as the Open Source Studio (OSS) that was developed to engage onsite and remote participants in an immersive online experience. Semi-structured interviews were conducted with four undergraduates, and the qualitative data collected from the four cases were analyzed according to the pedagogical, social, and technological affordances CSCL design framework, to ascertain how students experienced and negotiated the CSCL of media art. The results show various behaviours of students as they responded to the pedagogical, social, and technological affordances of the CSCL environment. Also, personal and contextual factors that could potentially affect how Singaporean undergraduates experienced and negotiate the CSCL of media art were uncovered. Additionally, the data revealed that students’ beliefs and perceived priorities, significantly affected how they embraced, manoeuvred around, and rejected aspects of the CSCL of media art. By providing a more nuanced understanding of the nature and role of students’ thinking and motivations undergirding their online and onsite behaviours, this study proffers the key factors affecting the CSCL of media art. This study also illuminates the contextual factors that may facilitate or hinder CSCL enactment in the media art classroom, and provides suggestions to mitigate the challenges. In doing so, it could provide faculty members considering the use of CSCL in undergraduate media art courses with a referential framework, derived from empirical research, on how to engage students in the CSCL of media art.
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N345 Lau
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Appears in Collections:Doctor in Education (Ed.D.)

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