This collaborative project seeks to offer insights into how higher education and performing arts engage with blended learning.
A cross-faculty research team of staff and students at 滚球App下载 are investigating the psychological impact of virtual learning and teaching on higher education experience within the performing arts as a result of the Covid-19 pandemic.
在7月推出, the 滚球App下载 student-staff collaborative research began as four separate master’s projects before being brought together by programme leader 莉莉安娜Araujo博士 and further expanded to focus on students and 老师.
75 老师 working across music and dance programmes responded to the survey. 结果显示:
- The main concerns were high expectations, time and workload management.
- A generalised low self-efficacy for online teaching.
- Feelings of frustration in relation to autonomy at work.
- High levels of stress and risk of burnout.
These findings suggest the need to foster individual and institutional psychological ‘literacy’ to support 老师. This can be achieved by creating environments where 老师 feel that can seek emotional support, reducing a sense of self-blame and encouraging active coping strategies, which can reduce stress and burnout. Institutions may want to consider that that expectations (of time) are different to face to face and how workloads are managed in future blended approaches. Recommendations from the literature include: reducing unnecessary stressors, promoting reflection and open discussion, increasing opportunities for interdepartmental activities, reducing barriers to individual initiative, and promoting a culture of innovation.
73 音乐 students and 73 跳舞 students took part and findings suggested:
- The main challenges to engage with online learning were related to space availability, motivation and missing colleagues
- 学生 showed low perceived ability to learn online and maintain practice when facing adversity
- 学生 struggled with the lack of performances and a showed tendency to over rely on external indicators of self-worth, 这影响的动机, 成就和幸福
- There was a general low sense of competence and accomplishment
- Risk of burnout among dance students
- 学生 also reported that lockdown allowed them to think what kind of performer they want to be, some appreciated the opportunity to learn at their own pace and positive emotions of interest, determination and alertness were stated.
Findings suggest the need to develop a greater sense of autonomy and competence amongst students, especially as uncertainty towards the present and future is high. This will have an impact on students’ motivation and wellbeing and can reduce the risk of burnout by fostering self-awareness and psychological resilience. Literature suggests that this can be done by providing meaningful choices, rationale and opportunities for active and collaborative participation in learning, making learning and teaching strategies and activities more aligned with students’ values and interests.
The team is now carrying out a new study to investigate how the psychological impact of the pandemic on 老师 has evolved since last academic year. The team is inviting currently eligible individuals to take part by completing one 15-minute anonymous online survey focusing on experiences of stress, 倦怠和动机.
参与, you must be over 18 years old and work as teacher/lecturer in Performing Arts academic and non-academic/outreach programs at a conservatoire or university in order to complete the survey.
莉莉安娜Araujo博士, Sonia Rafferty, Professor Emma Redding