The data from surveys, answered from faculty and students, were collected
and calculated through the cross tabulation for the chi-square. The study found
that faculty and students had higher percentages of agreement (yes) on agreeing
to learn and use technology-enhanced and traditional hands-on tools. The
Pearson chi-square goodness of fit was calculated by comparing the need to
increase digital skills with faculty and students. The association was
statistically significant, c2 (4) = 34.69, p < .05. The statistical test
from survey questions coded in yes and no as binary variables, the chi-square
testing for homogeneity was set up for the null and alternative hypotheses.
Interestingly, the faculty and students differed on these binary variables: the
need to redesign the A&D programs to deliver traditional face-to-face
on-campus and online instruction with technology-enhanced tools, digital
platforms, instructional videos, and online resources. In Figure 2, another
question was about faculty members assigning instructional videos to students
in their studio classes to augment in-class. Faculty answered 66.67% yes and
33.33% no that they assigned the instructional videos. Students (N = 18)
responded in 27.78% yes and 72.22% no that their faculty assigned instructional
videos to augment in-class. One sophomore did not answer this question, instead
of all 19 participants. The meaning was that students are 5.55% more than faculty
(N = 3), but this outcome may still change with a larger faculty population. To
understand the graph, the faculty assigned instructional videos to students
labeled for F_Yes or F_No and students labeled for S_Yes or S_No. For Figure 3,
this question asked faculty if they normally assigned instructional videos to
students in their studio classes to augment in-class (either in face-to-face
courses or over Zoom). These faculty members mentioned that they do in 33.33%
yes and not normally assigned in 66.67% no. These two faculties who responded
yes were keeping up with the modernity of higher education in the digital age
by assigning instructional videos for students who can pause and replay if
needed to do the procedures on projects. Instructional videos or YouTube videos
as online resources can benefit either in-class or online education [10]. It
could be vital to ensure creativity for A&D programs in all learning
environments by combining traditional and technology-enhanced methods with
instructional videos, especially in the digital age. However, there were only
three faculty in the sample, and the outcome could be different if more faculty
accepted the participation in the A&D program. For Figure 4, one question
asked students if their faculty suggested using online resources to augment
in-class instruction that was not assigned. One student did not answer this
question on the survey. These eighteen students answered 27.78% yes and 72.22%
no for the suggestion on using online resources to augment their classwork
(Figures 2-4).
The result demonstrated that students were not using many online
resources in-class coursework, especially in the digital age. Online resources
can be effective as engaging strategies for students’ learning styles and
attention span exposed to the digital age era [10]. The following question on
the survey was: if the faculty was aware of your students seeking additional
assistance not assigned from online sources (videos, etc.), further augment the
understanding. Faculty answered in 33.33% yes and 66.67% no on their students’
awareness seeking additional assistance (Figure 5).
Nevertheless, students have been using the internet since their childhood
and can use it to further aid without the faculty’s knowing. There were gaps
and limited research regarding literature and videos as educational tools for
faculty in higher education. This response rate was only from three faculty
members, resulting differently in a larger sample. The last question on the
survey to the groups asked if they felt there was a need to increase digital
tools in studio learning in the A&D program.
Figure
2: Both
Groups on using instructional videos.
Figure 3: Faculty normally assign instructional videos to students.
Figure
4:
Students was suggested online resources (Only Students).
The result was to answer the research question was whether there is a
difference between the faculty and student perspectives regarding the need to
increase digital technology-enhanced learning tools for studio learning
regarding traditional studio learning in an Art & Design Program. This
study’s rationale for introducing a greater use of digital technology-enhanced
learning tools, online resources, and online learning tools as alternatives for
better quality in less time for the traditional methods in Art & Design
programs [7]. The question was asking faculty and students if they agreed that
there was a greater need to increase the learning for digital skills, and the
data in the histogram for both groups presented the counts in yes or no to
answer. Faculty answered 33.33% yes and 66.67% no. Students (N =19) answered in
57.89% yes and 42.11% no. Students responded in 24.56% yes as more than faculty
(N = 3).
Figure
5:
Faculty’s awareness of students seeking online resources.
Figure
6:
Faculty and students agreed for increased digital skills.
Results answered the research question: Is there a difference between the
faculty and student perspectives regarding the need to increase online
technology-enhanced studio learning regarding traditional studio learning in an
Art & Design Program? Their yes or no in percentages to answer the research
question. To understand the graph, the faculty were labeled for F_Yes or F_No,
and students were labeled for S_Yes or S_No. The data displayed the percentage
of agreement from faculty and students. The highest agreement for faculty was
33.33%, and students agreed in 57.89%. The difference between faculty and
students in their agreement as yes, they agreed for increased digital skills
was 24.56%. These students, considered Generation Z, have been born and raised
in the digital age era, more into technology- enhanced tools than other
generations [11]. However, the results might differ if a larger population for
the faculty’s data outcome (Figure 6).
