Effectiveness of Online Dance Teaching in College Dance Majors: Case of Jinjiang College of Sichuan University

Main Article Content

Peili Yin
Chai Ching Tan


Online is a popular media or pedagogical approach in schools these days, and dancing courses are no exception. Empirical research about the perceptions of students towards online dancing classes is rare. As a result, the goal of this study was to develop a model that explains students’ continuing support for online dance classes: based on the three stages of learning (pre-class preparation, in-class learning, and post-class revision) as a predictive base for student satisfaction, following the theory of planned behavior model. The comparative and parallel plots demonstrate considerable changes in perceptions between online and traditional dance learning phases, which have significant consequences. Furthermore, to confirm the suggested model guided by the theory of planned behavior, this work used structural equation modeling (SEM) analysis. Specifically, this study discovered that the quality of online dancing learning is the weakest link during the learning stage, after-class revisions and feedback have received favorable comparative responses compared to traditional online dancing learning, which has less revision demand; and the traditional dancing learning mode demonstrates the weakest link in the after-class stage, relating to revision materials provision. Similarly, the traditional learning approach has demonstrated some laxity in terms of pre-class preparation compared to online, which provides more extensive preparation by its very nature. The most significant contributions are twofold, first, satisfaction has been shown to be an important driver in influencing the attitudes, subjective norms, and perceived behavioral control of the students towards the online dance teaching mode, and thus, secondly, this study contributes to the theory of planned behavior from the role of satisfaction. For this study, the theory of planned behavior culminates in students showing continuing support for online dance teaching, which infers and reflects the effectiveness of the pedagogical interventions.

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Yin, P., & Tan, C. C. (2022). Effectiveness of Online Dance Teaching in College Dance Majors: Case of Jinjiang College of Sichuan University. Journal of Arts Management, 6(4), 1883–1907. Retrieved from https://so02.tci-thaijo.org/index.php/jam/article/view/257161
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