| This qualitative research study compared the feedback methods of college-and high- school-level art instructors in a face to-face classroom with the feedback methods of online art instructors. Teachers were interviewed on their feedback methods, preferences, and methods. The study used semi-structured interviews that questioned and probed art teachers' methods. Teachers reflected on their practice and verbally explained not only their thoughts on giving feedback to students but also why they felt that their methods worked. The theoretical implications for the study were twofold: The study aimed to (a) provide a description of the educational practices of online and face-to-face art teachers and (b) illuminate the feedback practices of online and face-to-face art teachers. Both of these theoretical implications served as a means to educate others. The overarching research questions asked, why do online and face-to-face art teachers use their specific types of feedback? What rationales can they provide for why they give certain types of feedback, and how do they know their feedback methods help students? The data collection instrument was an interview protocol that the researcher designed. The population of interest was online and face-to-face art teachers in the United States who ranged in age from 29 to 70 years and held a bachelor's degree or higher in fine arts or art history. The goal of the study was to explain ways in which both face-to-face and online art instructors can learn from one another. The findings revealed that the high school online art teachers used in the study are more likely to be a part of a professional learning community or participate in professional development that informs their feedback practice, whereas the college-level face-to-face art teachers are more likely to use their own experiences from the past to inform their methods on feedback practices. |
