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Home > Archives > Volume 20, No 11 (2022) > Article

DOI: 10.14704/nq.2022.20.11.NQ66106

Remote-based e-Learning Experiences in University-level Performing Arts Education: A Case for Integrating ICT tools and technologies in Performing Arts Teaching Systems



The COVID-19 pandemic has interrupted systems of education worldwide. This paper examines how a university-based performing arts program struggled to cope with delivering quality instruction to its students during the pandemic. Online teaching interfaces such as Zoom prescribed by the university for departments to transition from face-to-face learning to remote-based learning proved inadequate for instruction in music, dance, drama, and other performing arts programs. The Community of Interest survey instrument (Arbaugh et al., 2008) was used to assess first-year undergraduate students' perceptions of remote-based e-learning in the performing arts program. Additionally, a short semi-structured qualitative questionnaire was also distributed to first-year students and teaching staff within the program. Forty first-year undergraduate students responded to the survey, and twenty first-year students and four teaching staff responded to the short semi-structured questionnaire. Data collected through these methods revealed challenges and possibilities for improving remote-based learning for performing arts-based courses. Based on these insights, we suggest incorporating AR technology to further enhance remote teaching and learning experiences in higher education performing arts programs.


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