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dc.contributor.authorAlharbi, Abeer
dc.date.accessioned2015-09-16T16:03:33Z
dc.date.available2015-09-16T16:03:33Z
dc.date.issued2015
dc.identifier.urihttp://hdl.handle.net/1951/65739
dc.description.abstractThe purpose of this study was to explore the different perspectives of students and faculty members of an all female, Saudi Arabian university art department regarding the use of technology in a constructivist-learning environment. This mixed method research study collected quantitative data from a survey of 70 faculty members and 70 students, and qualitative data from in-depth structured qualitative interviews of three faculty and three students. Results showed that both faculty and students had mostly positive attitudes towards using technology in the art curriculum, and were generally open towards receiving training and instructing into how to incorporate it into a constructivist learning environment, but did not feel that the technology used in Art classrooms was being utilized to its full potential. Respondents also stated that they wished that future training, guidelines and other supports be put in place to increase faculty and students knowledge of how to best use technology to enhance learning outcomes. The result of this study suggest that university faculty, administration, and researchers should consider technology-facilitated constructivist learning environments as a topic of future study and a great potential investment into the academic success and satisfaction of students.en_US
dc.language.isoen_USen_US
dc.rightsCC0 1.0 Universal*
dc.rights.urihttp://creativecommons.org/publicdomain/zero/1.0/*
dc.subjectArt -- Study and teaching.en_US
dc.subjectTechnology -- Study and teaching.en_US
dc.subjectTechnology in art.en_US
dc.subjectConstructivism (Education).en_US
dc.subjectSaudi Arabian students.en_US
dc.titleThe perspective of students and faculty members regarding the use of technology in a constructivist learning environmenten_US
dc.typeThesisen_US


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CC0 1.0 Universal
Except where otherwise noted, this item's license is described as CC0 1.0 Universal