大學生在線上通識藝術教育中的學習成效

College Students’ Learning Outcomes in an E-Art Education

在大學通識教育中的藝術相關課程，通常與其他領域缺乏關聯性，並且課程數量有限，只讓少數的修課同學獲益。本研究中，在一個非正式的跨領域學習環境（Baker & O’Neil, 2006）裡，建構了對全校學生開放的線上藝術（e-art）學習專區，做為傳統通識課程架構的另類補充。以席勒（Schiller, 2004）有關自由之美學概念出發，本研究有三個目的：（1）為通識教育提供一個課程架構的新典範，（2）評估此線上藝術學習方案對於通識性藝術教育所帶來的學習成效，（3）從量化研究來檢視此線上藝術學習經驗的效果。經由針對737 位學生的問卷調查分析，本研究帶來四個主要的發現。首先，可操控的行為變項較比基本的背景變項存在更多的顯著差異，意味學習方案的執行方式對於學習成效扮演著關鍵性的角色；其次，本學習方案中的校園藝術典藏對現今的大學生而言較方案裡的世界名畫更有吸引力；第三，本學習方案中的藝術活動強化了學生自覺之創造力和想像力；最後，在通識性藝術教育的啟萌階段，讓學生有更多沉浸於藝術欣賞的機會，比急促地推動他們從事創作更加的重要。

The art courses in college general education programs are usually separated from other disciplines and only beneficial to small groups of enrolled students. In the study, an open online general art education (e-art) program in an informal, cross-disciplinary learning environment (Baker & O’Neil, 2006) is constructed for providing a complement to general education. Applying Schiller’s (2004) aesthetic notion of freedom, the purpose of this study is threefold: (a) to offer a new paradigm of general education beyond formal curriculum framework, (b) to assess the pedagogical effects e-art brought to general art education, and (c) to quantitatively investigate user outcomes to this e-art education experience. By collecting 737 college students for a comprehensive survey, the study has four major findings. First, there are more significant differences among behavioral variables than demographic variables, implying that the program implementation plays a critical role to influence its pedagogical effects. Second, the campus art collection in the program was more attractive to the college students than famous masterpieces. Third, art activities in this particular e-art education enhance student’s self-reported creativity and imagination. Finally, in the early stage of general art education, it is more important to immerse students in artistic appreciation than rush their own artistic creation process.