Blended Learning and Knowledge Retention in the Digital Photography Classroom
Vander Have, Karen
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As technology grows and ingrains itself into our lives, the world students live in is changing and so are their needs in the classroom. This classroom-based study, therefore, explored a blended learning environment in comparison with a traditional learning environment with the intention of discovering its influence on knowledge retention. To examine the research problem in detail, data collection was conducted via student/teacher surveys, content quiz, classroom observations and student artwork/assessments. The results lend support to the inclusion of blended learning practices in the classroom but not a complete abandoning of a traditional learning environment. It is not necessarily the case where all aspects of digital media are of acceptable use in the classroom, it is important to distinguish carefully between content with effective or ineffective messages. Findings from this study reveal that the 21st century visual arts student is a visual, hands-on learner; this study provides evidence presenting that content with strong demonstration content is preferred within high school digital photography classroom, helping students to become highly successful. One exploratory proposal might be that educators should be incorporating relevant, insightful digital content into their lessons while still infusing their classroom with pertinent information that only an educator can provide.