Building Communities in Online Art Courses Through Virtual Reality, Peer Feedback, and Exhibitions

• In Event: Technology-Enhanced Learning

Abstract

This study explored the impact of peer feedback in 3D virtual spaces on college students’ sense of virtual community in asynchronous online art courses. Participants were 74 students enrolled in art courses that implemented Spatial assignments throughout the semester. Students had to submit in-progress artwork in Spatial art galleries and provided peer feedback either in a Canvas discussion (n = 30) or Spatial (n = 44). The findings showed no significant differences in students' sense of virtual community before and after completing Spatial assignments, and between the two approaches in giving feedback. Implications of the study findings for asynchronous courses and direction for future research are discussed.

Authors

• Huiqing Hu, Pennsylvania State University

• Anna Divinsky, Pennsylvania State University

• Zena Tredinnick-Kirby, Pennsylvania State University

• Courtney Redding, Pennsylvania State University

• Nicole Cingolani, Pennsylvania State University