SWS Academic Research eLibrarySocial Sciences & Art

Scholarly record

THE POSSIBILITY OF MAINTAINING THE INTEGRITY OF A FACE-TO-FACE PERFORMATIVE BASED COURSE WHEN TRANSFERRED TO ONLINE DISTANCE LEARNING

Martin Blaszk

First published: 2022https://doi.org/10.35603/sws.iscss.2022/s13.117View metrics

Abstract

The article describes a qualitative inquiry in the form of a case-study which used participatory action research. The study was implemented over a period of two years, 2020 and 2021. It inquired into a face-to-face higher education elective course on creativity and happening in which there was a strong performative element. The aim of the study was to find out how the transfer of the elective to online distance learning would effect the integrity of the course. To do this, the face-to-face course (taught 2017, 2018 and 2019) was taken online and the effects of this determined through the consideration of various data collected during the period of the study: artefacts, accounts of procedures, personal accounts of involvement and visual documentation. The results show that there was little disruption to the cognitive components of the course or the component in which the students had to enact individual or small groups happenings. The greatest disruption was to the component in which close proximity was needed and where the students had to interact with one another physically. In the component of the course in which a group happening was enacted, the online distance learning model was abandoned in favour of situations that were face-to-face. In connection with what occurred, it is suggested that if the elective was to continue as an online course, a form of online classroom management – platform management – would need to be established. In addition, to ensure that the physical and proximal elements of the original course were maintained, the course would have to be offered as blended learning rather than an online distance learning course only. In the conclusion, the author suggests that the blended learning option would also be appropriate for the present-day world.

Publication Impact Profile

PlumX
  • Captures
  • Mendeley - Readers: 2
PLUMX see details

Publication details

Title
THE POSSIBILITY OF MAINTAINING THE INTEGRITY OF A FACE-TO-FACE PERFORMATIVE BASED COURSE WHEN TRANSFERRED TO ONLINE DISTANCE LEARNING
Authors
Martin Blaszk
Proceedings
Proceedings of 9th SWS International Scientific Conference on Social Sciences - ISCSS 2022
Publisher
SGEM WORLD SCIENCE (SWS) Scholarly Society
Year
2022
Pages
985-992
SWS Citekey
Blaszk2022985992
ISSN
2682-9959
ISBN
978-3-903438-04-0
Language
en
Publication type
Proceedings Paper
Keywords
performative courseface-to-face learningonline distance learningblended learningparticipatory action research
References14

  1. Blaszk M., Elective: Creative Involvement Through Happening, University of Gdansk, Poland, 2022. Medium: SYL_Przedmiot_fakultatywny_Twrocze_ zaangazowanie_przez_happening_2022-EN_1667151026354.pdf (ug.edu.pl)

  2. Monk N., Chillington Rutter C., Needlands J., & Heron J. (Eds.), Open Space Learning. A Study in Transdisciplinary Pedagogy. Bloomsbury, England, 2012.

  3. Council of Europe, Common European Framework of Reference for Languages: Learning, teaching, assessment, Cambridge University Press, England, 2001.

  4. McIntyre A., Participatory Action Research, Sage Publications, USA, 2008.

  5. Kemmis S., & McTaggart R., Participatory Action Research. In N. K. Denzin, & Y. S. Lincoln (Eds.), Handbook of Qualitative Research, SAGE Publications, USA, pp 567- 595, 2000.

  6. Kincheloe J. L., Bricolage and the Quest for Multiple Perspectives: New Approaches to Research in Ethnic Studies. In T. P. Fong (Ed.), Ethnic Studies Research: Approaches and Perspectives, AltaMira Press, USA, pp 313-351, 2008.

  7. Blaszk M., Happening in Education – Theoretical Issues. Peter Lang, Germany, 2017.

  8. Barrett E., Teaching in Microsoft Teams, 2020. Medium: Teaching in Microsoft Teams - Responding to Coronavirus (jiscinvolve.org)

  9. Thornbury S., An A-Z of ELT, Macmillan Education, England, 2008.

  10. Domanska E., “Zwrot performatywny” we wspolczesnej humanistyce, Teksty Drugie, Poland, issue 5, pp 48-61, 2007.

  11. Arlander A., Multiple futures of performance as research? In A. Arlander, B. Barton, M. Dreyer-Lude, & B. Spatz (Eds.), Performance as Research. Knowledge, Methods, Impact, Routledge, England, pp 333-349, 2018.

  12. Garrison D. R., & Vaughan N. D., Blended Learning in Higher Education. Framework, Principles and Guidelines, John Wiley & Sons, Inc., USA, 2008.

  13. Ligorio M. B., Amenduni F. (Eds.), Blended Learning and Teaching in Higher Education: An International Perspective, MDPI, Swizterland, 2022.

  14. Schechner R., The End of Humanism: Writings on Performance, Performing Arts Journal Publications, USA, 1982.

View or Download full articleAccess options
Full paper accessChoose SWS login, librarian support, or instant article download.

SWS access login

Login as SWS Scientific Committee

Authors and approved SWS contributors will read and export their own linked papers after identity matching by SWS profile, email and SGEM GlobalID.

For librarian assistance: [email protected]

Purchase Instant Access

48-hour online accessComing soon
Online-only accessComing soon
Download the full article in PDF formatEUR 35
  • Article can be downloaded after successful payment.
  • Article may be used according to SWS library access terms.
  • Article cannot be redistributed.
Get full paper

Back to publication list