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A single-group pretest–posttest quantitative experimental design was conducted with 15 first- and second-grade students from İzmir Katip Çelebi University during the 2019–2020 fall term in Turkey under pandemic conditions. Shapiro–Wilk tested normality, and paired-sample t-tests compared before/after results, analyzed with statistical software. Findings show significant improvements across achievement, attitudes, and self-efficacy.",{"@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/the-influence-of-active-learning-provided-by-distance-education-on-academic-achievement-self-efficacy-and-attitudes-in-art-education/602883/",{"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/the-influence-of-active-learning-provided-by-distance-education-on-academic-achievement-self-efficacy-and-attitudes-in-art-education/602883.png","ImageObject",300,407,{"name":92,"@type":93},"dabgoudw","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the main purpose of the study on active learning in distance education?","Question",{"text":112,"@type":113},"The study investigated how active learning methods affect achievement, attitude, and self-efficacy in the “Contemporary Art Practices” course taken via distance education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research designed and what data were collected?",{"text":117,"@type":113},"A single-group pretest–posttest experimental design was used. Data were collected using the researcher-developed “Contemporary Art Practices Course Achievement Test,” “Attitude Scale,” and “Self-Efficacy Scale.”",{"name":119,"@type":110,"acceptedAnswer":120},"Which statistical methods were used to analyze the results?",{"text":121,"@type":113},"Normality was assessed with the Shapiro–Wilk test, and relationship (paired) sample t-test compared data before and after active learning activities.","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},602883,1792446951,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},3985747860484,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","The Influence of Active Learning Provided By Distance Education on Academic Achievement, Self-Efficacy And Attitudes in Art Education  \nSehran DİLMAÇ1  \nİzmir Katip Çelebi University  \nAbstract  \nThis research was carried out to examine the effects of active learning methods, which take the information away from memorization and make it applicable in daily life, on the achievement, attitude and self-efficacy of the ‘Contemporary Art Practices’ course taken by the undergraduate students. In the study, single group pretest-posttest experimental design, which is one of the quantitative research approaches, was used. The research was carried out on 15 students studying at the 1st and 2nd Grades of Izmir Katip Çelebi University in the fall semester of 2019-2020 in Turkey on the pandemic process. Contemporary Art Practices course was conducted by using active learning methods'brainstorming, demonstration, speech ring, story creation and Phillps 66'. In this study,'Contemporary Art Practices Course Achievement Test', 'Attitude Scale' and 'Self-Efficacy Scale'developed by the researcher were used as data collection tools. In the study, it was examined whether the data obtained had a normal distribution. For this, Shapiro-Wilk test was used. Relationship sample t-test was used to compare the data obtained before and after active learning activities. Analyzes were made using statistical program. The results of the research are that active learning methods have a significant effect on the achievements, attitudes and self-efficacy of the ‘Contemporary Art Practices’course that the undergraduate students take via distance education.  \nKeywords: Art Education, Active Learning, Distance Education, Pandemic Process  \nDOI: 10.29329/epasr.2020.334.11  \n1Assist. Prof, Art and Design Faculty, Basic Art Education Department, İzmir, Turkey, ORCID:0000-0003-4934-6048, Correspondence: [sehran.dilmac@ikcu.edu.tr](sehran.dilmac@ikcu.edu.tr)  \nIntroduction  \nOne of the ways that education, which aims to raise the person who can realize himself with great effort, to achieve this goal is art education. Art education is an activity that prepares conditions that will help people to reveal their creative powers and aims to gain personality (Buyurgan, Buyurgan, 2007: 22) . The scope of this activity includes applied works, work of art review, criticism, art history, and aesthetics. These four basic disciplines, which constitute a versatile art education program, were developed by the Getty Fine Arts Education Center in the U. S. in the 1980s (Özsoy, 2003; 167) . W. Dwaine Greer, who heads expert art educators at this center, has been designated as a Discipline-Based Art Education (quoted by Efland, Özsoy, 2003; 168) . The purpose of this method, also known as Multi-Field Art Education, is to provide the student to synthesize the work of art properly, by adding the intellectual dimension to its stages such as producing, defining, interpreting, and analyzing it. In order for the Discipline-Based Art Education method to achieve the abovementioned goal; art historical approaches, phases of art historical understanding, and ways of teaching and learning should be assimilated (Ayaydın et al., 2009; 74) . Thanks to the art history that will give the student a lively and conscious history of art, the student will recognize, learn, and form a basis in creating new forms and choices (Kırışoğlu 1991; 140) .  \nThere is a great need for art history lessons in increasing the level of aesthetic taste that is felt in our society. Different perspectives are known for developing new likes levels instead of ordinary stereotypes. It is known to reach an interpretation by thinking and analyzing the history of art and works of art of the past. This interpretation will affect our future work and even our daily life. Art history is taught for a better understanding of the artwork and its place in society. It improves students' ability to evaluate, understand, and tolerate opposing v","cbCaibeLYtqT4xiI","https://ap.wps.com/l/cbCaibeLYtqT4xiI","pdf",267897,16,"English","# Introduction\n## Discipline-Based Art Education and the role of art history\n## Need for art history learning and cognitive limitations of teacher-centered methods\n## Motivation for distance education and active learning under pandemic conditions\n# Abstract","[{\"question\":\"What was the main purpose of the study on active learning in distance education?\",\"answer\":\"The study investigated how active learning methods affect achievement, attitude, and self-efficacy in the “Contemporary Art Practices” course taken via distance education.\"},{\"question\":\"How was the research designed and what data were collected?\",\"answer\":\"A single-group pretest–posttest experimental design was used. Data were collected using the researcher-developed “Contemporary Art Practices Course Achievement Test,” “Attitude Scale,” and “Self-Efficacy Scale.”\"},{\"question\":\"Which statistical methods were used to analyze the results?\",\"answer\":\"Normality was assessed with the Shapiro–Wilk test, and relationship (paired) sample t-test compared data before and after active learning activities.\"}]","The Influence of Active Learning Provided By Distance Education on Academic Achievement, Self-Efficacy And Attitudes in Art Education | PDF",1792095394]