Abstract:
The sudden and unplanned shift from traditional face-to-face instruction to online modes due to the unprecedented increase in COVID-19 patients resulted in many challenges faced by both teachers and students. This situation became even more compounded for educational institutions that offered courses in performing arts subjects since these subjects demand the tangible presence of the teachers and students in a single physical environment. The primary purpose of this research was to find out whether educators teaching these subjects had a positive or negative attitude toward the use of a learning management system in a Sri Lankan University that offers degrees’ programs in performing arts. The descriptive research design was adopted for this purpose, and data were gathered using a survey-type online questionnaire from a sample of academic staff from the University. Firstly, the survey intended to find out the respondents' attitudes towards using an LMS in general. Secondly, it considered how effective such a system is concerning teaching practical-oriented subjects such as dance and drama. Although the teachers had positive perceptions regarding the effectiveness of using an LMS during emergency remote teaching, they appeared to be uncertain whether it was an effective tool for teaching performing arts subjects. In addition, the findings indicate the need for the teachers to be provided with further training on using an LMS for teaching practicaloriented subjects. According to the findings of this study, there is a clear indication that an LMS has limitations when it comes to teaching subjects that demand the physical presence of teachers and students. A mechanized system cannot fully accommodate tangible interactions that are required for the development of practical knowledge of these subjects at the undergraduate level.
