This study explored the narratives of DLSU-D teachers and students in the use of fully online classes for Art Appreciation for the school year 2020-2021. Using Through qualitative interviews, professors and students shared their experiences, challenges, and realizations in experiencing art as a subject in a fully online modality. Several findings are notable. First, professors find the use of learning management system and other online applications manageable and uncomplicated due to the support from the university through trainings and webinars they attended, and guidance from colleagues who are already adept in using technology in class. Second, students found their professor’s use of the learning management system as very satisfactory, noting that the use of different applications and websites such as Wakelet and Artsteps made online learning fun and more interesting for them because of their novelty and increased level of student engagement. Third, the Gamification feature of Schoolbook made learning more interesting for the students and the rewards and badges system exhibited their achieved competencies. T his study concludes that Art Appreciation is still effectively and efficiently being taught through online mode, and professors and students still found the subject productive and meaningful. The results have implications on the utilization of online resources and learning management systems in facilitating on learning not only for students but for teachers as well.
Keywords: art appreciation, gamification, online class, online learning, online teaching, SchoolbookAbramenka, V. (2015). Students’ motivations and barriers to online education. [Master’s Thesis, Grand Valley State University]. http://scholarworks.gvsu.edu/theses/776
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