Enhancing Online Art Education: Investigating the Impact of Teaching Presence on Student Performance at Qingdao Film Academy

Abstract

This study explored the impact of online teaching on students’ art performance at Qingdao Film Academy, focusing on cognitive, social, and teaching presences. Employing a descriptive-correlational research design, the study examined how these dimensions influence academic performance. Findings revealed that teaching presence had the strongest positive correlation with art performance, emphasizing the importance of clear communication, timely feedback, and active facilitation. Social presence also played a significant role by fostering collaboration and a sense of community, while cognitive presence supported critical thinking and creative problem-solving. Despite the overall effectiveness of online teaching, challenges such as inconsistent access to resources and varying levels of engagement were noted. Recommendations include enhancing instructional strategies, fostering interactive online environments, and providing targeted support for underperforming students. These findings contribute to the ongoing discourse on optimizing online art education and highlight the need for adaptive teaching methodologies in digital learning environments.