Blended pedagogies: The challenges of Visual Arts education

Abstract

This paper exposes, through qualitative inquiry, the effects of blended learning on training and acquisition of hard and soft skills among Visual Arts students at Mampong Technical College of Education. Two weeks of unobtrusive observation of blended learning lessons were done. Three focus group interviews involving 15 level 300 Visual Arts students to assess the level of impact blended learning exerts on their training and skill acquisition. Findings reveal that the WhatsApp platform was the most used for the online component of the blended learning whereas traditional face-to-to lessons were coupled with OERs and YouTube videos. Students’ enthusiasm for personal learning through exploration using OERs has increased and able to produce end of semester group Visual Art project works despite the challenges due to the blended and learner-centred pedagogies implemented deployed by their tutors.  There is a need for further studies to investigate the pedagogic competencies of the MTCE student-teachers in their teaching practices to ascertain their level of skills acquired through the blended learning since their success would impact the national agenda of raising critical and creative thinkers through the standard-based curriculum.