'Something Has Changed' -- Observations of Contemporary Studio Learners and Implications for Pedagogy
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| Title: | 'Something Has Changed' -- Observations of Contemporary Studio Learners and Implications for Pedagogy |
|---|---|
| Language: | English |
| Authors: | Jody Nyboer (ORCID |
| Source: | Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice. 2025 24(2):121-143. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Art Education, College Students, College Faculty, Teacher Attitudes, Fine Arts, Educational Change, Learner Engagement, Student Motivation, Studio Art, Student Behavior, Foreign Countries |
| Geographic Terms: | United States, New Zealand, Egypt, Australia, Turkey, Norway, Italy, Algeria, Thailand |
| DOI: | 10.1177/14740222241289527 |
| ISSN: | 1474-0222 1741-265X |
| Abstract: | The landscape of higher education is currently undergoing extraordinary change. Critical to informing fundamental shifts in how institutions operate and educate is an understanding of today's learners. In the wake of recent global events, the authors have observed that 'something has changed' about their students. They seem to bring different attitudes, expectations, and preparation to the studio classroom. The purpose of this study was to capture university teacher observations toward a deeper understanding of contemporary design and fine arts students and draw conclusions that may be useful for informing pedagogical change. With limited literature available addressing this topic, our research used an online survey to collect anecdotal data from teachers across studio-based disciplines (n = 64), inquiring about the nature of both pre-pandemic and contemporary learners. The findings reveal two major shifts: a perceived decline in engagement and a change in motivation. Considering the findings, the authors suggest that studio teachers re-evaluate their pedagogical approach, and that the broader educational community examines how higher education can maximise opportunities for today's learners. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1465408 |
| Database: | ERIC |
| Abstract: | The landscape of higher education is currently undergoing extraordinary change. Critical to informing fundamental shifts in how institutions operate and educate is an understanding of today's learners. In the wake of recent global events, the authors have observed that 'something has changed' about their students. They seem to bring different attitudes, expectations, and preparation to the studio classroom. The purpose of this study was to capture university teacher observations toward a deeper understanding of contemporary design and fine arts students and draw conclusions that may be useful for informing pedagogical change. With limited literature available addressing this topic, our research used an online survey to collect anecdotal data from teachers across studio-based disciplines (n = 64), inquiring about the nature of both pre-pandemic and contemporary learners. The findings reveal two major shifts: a perceived decline in engagement and a change in motivation. Considering the findings, the authors suggest that studio teachers re-evaluate their pedagogical approach, and that the broader educational community examines how higher education can maximise opportunities for today's learners. |
|---|---|
| ISSN: | 1474-0222 1741-265X |
| DOI: | 10.1177/14740222241289527 |
