Abstract The rapid digital transformation that accelerated in the aftermath of the COVID-19 pandemic has profoundly reshaped art education, both structurally and pedagogically. This paper examines the emerging opportunities, limitations, and evolving learning models brought about by digitalization and the integration of technology in art education, alongside the growing prevalence of distance and online instructional modalities. The study employs a thematic analysis grounded in academic research, educational reports, institutional practice examples, and qualitative data collected from art students between 2020 and 2024. Findings indicate that online art education offers substantial advantages in terms of accessibility, flexibility, and cost-effectiveness, particularly for theoretical and lecture-based courses. Digital learning management systems, online workshops, and video-based instructional modalities have become instrumental in supporting pedagogical processes. In studio-based practice, digital tools—including drawing tablets, 3D modeling software, virtual exhibition platforms, and online portfolio systems—have increasingly complemented traditional methods, enhancing the depth and quality of process-oriented assessment. Moreover, online masterclasses and international collaborations have expanded the global reach of art education, enabling students to engage with artists, educators, and institutions beyond geographical boundaries. However, the incorporation of technology into art education also presents a number of pedagogical challenges. The sensory and spatial dimensions of sculpture, ceramics, performance arts, and site-specific practices cannot be fully replicated in digital environments. Additional issues such as inadequate technical equipment, unstable internet infrastructure, and diminished student motivation further complicate the effectiveness of remote learning. In conclusion, digitalization has not served merely as a temporary remedy for disrupted educational systems but has instead fostered the development of a new pedagogical paradigm in art education. Distance learning, online studio practices, and technology-based production tools are poised to become permanent components of a hybrid, multilayered, and internationally accessible educational model shaping the future of art pedagogy. Keywords: Digitalization, Remote Art Education, Hybrid Learning Models

KEY CIVILIZATION AND FUTUREHENGE (KEF -2025), Erzurum, Türkiye, 18 - 20 Aralık 2025, ss.579, (Özet Bildiri)

Yayın Türü: Bildiri / Özet Bildiri
Basıldığı Şehir: Erzurum
Basıldığı Ülke: Türkiye
Sayfa Sayıları: ss.579
Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
Atatürk Üniversitesi Adresli: Evet

Özet

DIGITAL ART PEDAGOGY: AN EXAMINATION OF REMOTE LEARNING PROCESSES Hokuma Safarli Aghasoy149 Abstract The rapid digital transformation that accelerated in the aftermath of the COVID-19 pandemic has profoundly reshaped art education, both structurally and pedagogically. This paper examines the emerging opportunities, limitations, and evolving learning models brought about by digitalization and the integration of technology in art education, alongside the growing prevalence of distance and online instructional modalities. The study employs a thematic analysis grounded in academic research, educational reports, institutional practice examples, and qualitative data collected from art students between 2020 and 2024. Findings indicate that online art education offers substantial advantages in terms of accessibility, flexibility, and cost-effectiveness, particularly for theoretical and lecture-based courses. Digital learning management systems, online workshops, and video-based instructional modalities have become instrumental in supporting pedagogical processes. In studio-based practice, digital tools—including drawing tablets, 3D modeling software, virtual exhibition platforms, and online portfolio systems—have increasingly complemented traditional methods, enhancing the depth and quality of process-oriented assessment. Moreover, online masterclasses and international collaborations have expanded the global reach of art education, enabling students to engage with artists, educators, and institutions beyond geographical boundaries. However, the incorporation of technology into art education also presents a number of pedagogical challenges. The sensory and spatial dimensions of sculpture, ceramics, performance arts, and site-specific practices cannot be fully replicated in digital environments. Additional issues such as inadequate technical equipment, unstable internet infrastructure, and diminished student motivation further complicate the effectiveness of remote learning. In conclusion, digitalization has not served merely as a temporary remedy for disrupted educational systems but has instead fostered the development of a new pedagogical paradigm in art education. Distance learning, online studio practices, and technology-based production tools are poised to become permanent components of a hybrid, multilayered, and internationally accessible educational model shaping the future of art pedagogy. Keywords: Digitalization, Remote Art Education, Hybrid Learning Models