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Data were collected through surveys and interviews with academics from 16 universities across five Australian states, capturing their experiences with eLearning in Arts education. A thematic, inductive analysis identified four major themes: alignment and mismatch with academic identity; tension between eLearning and Arts education’s nature; negative perceptions of reasons for teaching Arts in an eLearning mode; and pockets of positive experiences. Overall, the field appears divided and unsettled.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/australian-journal-of-teacher-education-vol-41-article-3/593721/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/australian-journal-of-teacher-education-vol-41-article-3/593721.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What research question does the article address?","Question",{"text":112,"@type":113},"It explores academics’ experiences and beliefs about teaching Arts education in an eLearning mode within Australian Initial Teacher Education degrees.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the data collected and analyzed?",{"text":117,"@type":113},"The study used surveys and individual interviews with academics from 16 universities and applied a thematic, inductive analysis process.",{"name":119,"@type":110,"acceptedAnswer":120},"What main themes emerged from the analysis?",{"text":121,"@type":113},"Four themes were identified: congruence/incongruence with academic identity, dissonance between eLearning and Arts education, negatively perceived reasons for Arts teaching in eLearning, and some positive experiences.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593721,1792144949,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 41 | Issue 11 | Article 3 |\n| --- | --- |\n| 2016\u003Cbr>Arts Education Academics’ Perceptions of eLearning & Teaching in Australian Early Childhood and Primary ITE Degrees\u003Cbr>William J. Baker\u003Cbr>University of Tasmania, [bill.baker@utas.edu.au](bill.baker@utas.edu.au)\u003Cbr>MaryAnn Hunter\u003Cbr>University of Tasmania, [maryann.hunter@utas.edu.au](maryann.hunter@utas.edu.au)\u003Cbr>Sharon Thomas\u003Cbr>University of Tasmania, [Sharon.Thomas@utas.edu.au](Sharon.Thomas@utas.edu.au) |  |\n\nRecommended Citation  \nBaker, W. J., Hunter, M., & Thomas, S. (2016). Arts Education Academics’ Perceptions ofeLearning & Teaching in Australian Early Childhood and Primary ITE Degrees. Australian Journal of Teacher Education, 41 (11).  \n[http://dx.doi.org/10.14221/ajte.2016v41n11.3](http://dx.doi.org/10.14221/ajte.2016v41n11.3)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol41/iss11/3](http://ro.ecu.edu.au/ajte/vol41/iss11/3)  \nAustralian Journal of Teacher Education  \nArts Education Academics’ Perceptions of eLearning & Teaching in Australian Early Childhood and Primary ITE Degrees  \nWilliam J Baker  \nMary-Ann Hunter  \nSharon Thomas  \nUniversity of Tasmania  \nAbstract. This article presents the findings of an investigation of  \neLearning & teaching in Arts education in Australian Initial Teacher  \nEducation (ITE) degrees. This project used survey and interviews to  \ncollect data from academics in 16 universities in 5 Australian states  \nregarding their experiences of eLearning and Arts education. A  \nrigorous and comprehensive thematic, inductive approach to the  \nanalysis of data revealed four main themes: congruence and  \nincongruence of eLearning in Arts education with academic identity,  \ndissonance between eLearning and the nature of Arts education,  \nnegatively perceived reasons for teaching Arts education in an  \neLearning mode, and some expressions of positive experiences in this  \nspace. These themes revealed a divided, unsettled and challenging  \nspace with pockets of acceptance, but characterised by  \nepistemological and pedagogical questions, doubts and uneasiness.  \nIntroduction  \nThe genesis of this research was in our own experiences of designing, implementing and evaluating units in Arts education in primary and early childhood Initial Teacher Education (ITE) degrees over a period of eleven years, and in the questions these raise for our practice. Primary and early childhood degrees were selected for this research as these degrees occupied the bulk of our learning and teaching practices and because they involved very large student cohorts. Following on from a number of scholarship of teaching projects largely centred on ITE student perceptions of fully online eLearning in an Arts education unit (Baker, 2011a, 2011b, 2012a, 2012b, 2012c, 2013; Baker & Pittaway, 2012), in this project we focused on academics working within the same environment.  \nEven within our small research team there were different experiences ofthe application of eLearning to Arts education, ranging from early if somewhat uneasy adoption to more troubled acceptance, and all members had, and still have, questions regarding the ontological and pedagogical implications of teaching Arts education in an online mode. We questioned the applicability of the mode to all five Arts domains, wondering if the differences in experience were due to the uniqueness of each domain and the associated teacher identities; we questioned if some Arts domains were inappropriate for this mode; what role does the unique nature of each domain and deeply held teacher beliefs about them have in the different degrees of acceptance of this mode of learning; and how did other academics experience this contested space?  \nVol 41, 11, November 2016 31  \nAustralian Journal of Teacher Education  \nTo characterise the wider academic environment in which ITE Arts education is situated we present a robust examination of literatur","cbCait5X5sqb6OVU","https://ap.wps.com/l/cbCait5X5sqb6OVU","pdf",615060,14,"English","# Abstract\n# Introduction\n# Literature","[{\"question\":\"What research question does the article address?\",\"answer\":\"It explores academics’ experiences and beliefs about teaching Arts education in an eLearning mode within Australian Initial Teacher Education degrees.\"},{\"question\":\"How was the data collected and analyzed?\",\"answer\":\"The study used surveys and individual interviews with academics from 16 universities and applied a thematic, inductive analysis process.\"},{\"question\":\"What main themes emerged from the analysis?\",\"answer\":\"Four themes were identified: congruence/incongruence with academic identity, dissonance between eLearning and Arts education, negatively perceived reasons for Arts teaching in eLearning, and some positive experiences.\"}]","Australian Journal of Teacher Education - Vol 41 - Article 3 | PDF",1792077787,35]