The Effect of O2O Teaching Modules Based on Social-Emotional Learning (SEL) on Dance Students’ Imagination
Abstract
Dance education values the imaginative over and above technique; however, traditional studio teaching does not generally include systematic creativity modules. Within this context, integrating Online-to-Offline (O2O) pedagogy with Social-Emotional Learning (SEL) can aid in the development of creative abilities among dancers. A quasi-experimental pre-test–post-test approach was used for the following study. An intervention was designed for a definite period. Additionally, two groups were used: control (90 students) and experimental (90 students). The results of the pre-test and post-test were analysed through statistical analysis. The results showed that there was a positive impact of such integrated classes. Specifically, high-interaction situations were observed to have been impacted by role-playing and imagination. Contrarily, similar improvements were not observed in the control group supporting the findings. The findings asserted the potential application of the integrated SEL and O2O model in dance classes for the enhancement of metacognition. In terms of metacognition, it can be recommended to develop similar classes for dance students with metacognitive reflection and the offline embodied cooperation.
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References
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