Chapter 1

Introduction

1.1 Background of study

With the proliferation of mobile internet and smartphones across the globe,
social networks and value-added services are increasingly influencing various
aspects of our daily lives. One notable development is the global expansion of
distance education. This innovative educational model offers a wider audience
access to high-quality resources, overcoming the limitations imposed by
traditional educational backgrounds.
In China, the development of distance education has also provided university
students with more flexible and diverse learning options, especially in the field
of art education. In watercolour painting, as a relatively niche genre, not many
schools in China formally offer this course, and students may not be able to
take watercolour courses in a systematic way. In addition, watercolour
painting styles in northern and southern China are quite different, and the
creative techniques are also different. For example, watercolours in northern
China tend to use grey tones, pursuing light and transparent colours, whereas
watercolours in southern China tend to pursue bright and enthusiastic colours;
however, exchanges of watercolour techniques between the north and the
south are infrequent, which makes it very difficult for students to learn the
different creative techniques.
Through distance education, students can break through the geographical
limitations and come into contact with watercolour teaching resources and
styles from different regions, enriching their artistic vision and techniques. This
way of learning can not only make up for the shortcomings of traditional
classroom teaching, but also promote the exchange and integration of
watercolour painting techniques and styles between the north and south.
However, the specific implementation process of distance education in
watercolour painting teaching, the skills acquired by students and the
problems they face still need to be explored in depth. The purpose of this
paper is to explore the implementation process of distance education in
teaching watercolour painting to Chinese university students, to identify the
watercolour painting skills acquired by students in the process, and to analyse
the challenges faced by distance learning.

1.2 Statement of the Problem

Despite the fact that distance education has been widely used in various
fields, there is still a lack of research on the specific implementation of
distance education in teaching watercolour painting to Chinese university
students. The main goal of this study is to explore the specific implementation
process of distance education in teaching watercolour painting to Chinese
university students, including the application of teaching methods and
teaching resources. The study will identify the watercolour painting skills
acquired by university students in the process of distance education, including
the development of technical skills and creative thinking, and analyse and
explore the challenges and problems faced by watercolour painting teaching
through distance education, and propose possible solutions.
Through an in-depth study of these aspects, this paper aims to provide a
valuable reference for the use of distance education in art teaching and to
offer suggestions for future teaching practices.

1.3 Research Objectives :

I ． To explore the implementation process of distance education in
teaching watercolour painting
II ． To identify the skills acquired by university students in the process of
teaching watercolour by distance education
 III ． To explore the problems faced by watercolour teaching in distance
education.
1.4 Research Questions:

I ． What is the process of implementing distance education in teaching

watercolour painting?
II． What watercolour painting skills do university students acquire through
distance education?
III． What are the main problems faced by distance education in teaching
watercolour painting?

1.5 Rationale of the study

Existing research and literature suggest that distance education has been
remarkably effective in many fields, especially in overcoming time and space
constraints. However, there is still relatively little research and practice in
distance education specifically in art education, especially in the teaching of
watercolour painting. Watercolour painting, as an art form requiring a high
degree of visual and practical skill, has very specific requirements for teaching
methods and learning resources. While traditional face-to-face teaching can
provide immediate feedback and guidance, distance education needs to
bridge this gap through well-designed course structure and interaction. In this
context, the rationality of this study is reflected in the following aspects: firstly,
to fill the research gap, there are fewer studies on the specific implementation
of distance education in watercolour teaching, by exploring this area, this
study can fill the gap of existing research and provide new insights for the
academic community; secondly, to promote educational equity, through
distance education, students from different regions and different educational
backgrounds are able to access to high-quality educational resources through
distance education, breaking geographical restrictions and promoting
educational equity; third, enriching teaching resources, the results of the study
can provide specific methods and strategies for watercolour teaching at a
distance, enriching teaching resources and enhancing teaching effects; fourth,
promoting the exchange of watercolour painting styles between the north and
south, through the remote platform, watercolour painting techniques and
styles from the north and south can be exchanged more frequently and
integrated to promote the overall development of China's watercolour painting
art; fourth, promoting the communication of watercolour painting styles
between the north and south. watercolour painting art as a whole; finally, to
cope with the challenges of the new era, with the rapid changes in society and
the development of science and technology, distance education has become
an important form of education, and by exploring its application in art
education, this study is able to provide a strong support for the education
mode in the new era.

1.6 Operational definition

Distance education: refers to the form of education through the Internet and
other information technology means, students and teachers are not in the
same place, through online courses, video teaching guidance and other ways
of teaching and learning interaction.
Watercolour Painting Skills: refers to the various techniques and methods
required in the process of watercolour painting, including the use of colour
transparency, the use of brushstrokes, the expression of water levels, and
perspective processing.
Teaching Methods: Teachers' teaching strategies and methods used in
distance watercolour teaching, such as video demonstration, virtual studio,
online discussion, etc., to promote students' watercolour painting learning and
skills enhancement.
Teaching resources: refers to all kinds of materials and tools used to support
distance watercolour teaching, including online course videos, syllabi,
demonstration works, interactive platforms and so on.

Chapter 2

Literature review

2.1 Related Theories

2.1.1 Theoretical Foundations
Constructivist Learning Theory:
Constructivist learning theory suggests that learning is an active process of
constructing knowledge, where students understand and internalise
knowledge through interaction with the environment and their own
experiences. This theory emphasises learner initiative and participation and
suggests that the role of the teacher is to help students construct their own
frameworks of knowledge rather than simply passing on information. In
distance education, teachers can improve learning outcomes by designing
interactive online course content and activities that encourage active
participation and independent learning. In watercolour teaching, teachers can
promote student interaction and practice through video demonstrations, virtual
workshops and online discussions.
Multiple Intelligences Theory:
The theory of multiple intelligences, proposed by Howard Gardner, suggests
that human intelligence is pluralistic and that different individuals have
different strengths in different areas of intelligence. Multiple intelligences
include linguistic, logical-mathematical, spatial, musical, physical-motor,
interpersonal, introspective, and nature observation.
In watercolour distance learning, teachers can adopt diversified teaching
methods and assessment methods to meet the learning needs of different
students according to their different intelligence characteristics. For example,
through personalised homework, online feedback and diversified assessment
methods, students' development in spatial intelligence and introspective
intelligence is promoted.
2.1.2 Similarities and Differences
Similarity:
Both the constructivist learning theory and the multiple intelligences theory
emphasise the individual differences of learners and believe that each student
has his or her unique learning style and areas of strength. Both advocate the
use of diverse and flexible teaching methods based on students' individual
characteristics and needs in order to improve learning outcomes. In distance
education, instructors should design diverse online courses and interactive
activities to accommodate the learning needs of different students.
Differentiation:
Constructivist learning theory focuses on describing how students construct
knowledge through active participation and interaction in the learning process,
emphasising the process and contextual nature of learning. Multiple
Intelligences theory, on the other hand, focuses on describing students'
performance and strengths in different areas of intelligence, emphasising the
potential and direction of development of individuals in different areas. For
distance education, this means that constructivism is more concerned with the
design of the online learning environment and the way it interacts, whereas
multiple intelligence theory emphasises the provision of personalised learning
resources and support based on students' intelligence characteristics.
2.1.3 Theory integration
Personalisation and Learning Preferences:
The combined application of constructivist learning theory and multiple
intelligences theory in distance education is explored. For example, through
online platforms and interactive tools, teachers can design contextualised and
task-driven learning activities to encourage students' active participation and
cooperative learning. At the same time, according to the theory of multiple
intelligences, teachers can provide personalised learning resources and
support for different students' intelligence characteristics, helping students to
better develop their potential in the process of independent learning. In
watercolour teaching, this can be achieved by providing diverse video
tutorials, virtual interactive classrooms, online artwork display and feedback,
etc., so as to meet students' individual learning needs and improve the
teaching effect of distance education.
The above theoretical framework will help us to explore in depth the
implementation process of distance education in teaching watercolour
painting to Chinese university students, identify the skills acquired by
students, and analyse and solve the problems encountered in the teaching
process. By combining constructivist learning theory and multiple intelligences
theory, more effective online courses can be designed to promote students'
overall development.

2.2 Review of Past Studies

Existing research and literature show that distance education has been remarkably effective in

many areas, especially in overcoming time and space constraints. What is evident is the

interdisciplinary nature of these studies, a notable strength that incorporates knowledge of

pedagogy, psychology, and technological innovation. This multidisciplinary fusion provides a

holistic perspective for exploring the effectiveness of distance education in the teaching of art,

highlighting its wide-ranging impact in enhancing students' skills, facilitating creative thinking,

and overcoming geographical constraints. This holistic approach contributes to an understanding

of the effectiveness of distance education in different contexts and how the quality of teaching
and the learning experience can be enhanced through the use of technology.

Many studies provide deep qualitative insights through detailed case studies and narrative

analyses. For example, Dilmaç (2020) combines questionnaires and in-depth interviews to

explore students' perceptions and experiences of distance education in terms of their subjective

experiences, especially in the particular context during the [Link] experimental study by

Genç and Özalp Hamarta (2022) provides a detailed assessment of student engagement and

interaction through the design and testing of a new model of distance learning frequency. These

methods played a key role in capturing students' nuanced subjective experiences, providing a

deeper understanding of the personal and emotional impact of distance education on students'

learning processes and outcomes. The richness of this qualitative research has led to more

empathetic, student-centred distance education strategies that promote a deeper connection

between the teaching and learning process and learning outcomes.

In addition, several researchers have used innovative methods such as big data analytics, video

analytics, and online assessment tool development to closely observe and evaluate the effects of

distance [Link] and Brevi (2021) used big data analytics to conduct a comprehensive

assessment across multiple dimensions (e.g., student performance, engagement, and

satisfaction), revealing key patterns and trends in distance education. Novica et al. (2024), on the

other hand, developed and tested new online assessment tools to address assessment challenges

in online art and design programmes. These advanced techniques and methods contribute to a

more nuanced understanding of students' learning behaviours and cognitive functioning in

distance education environments, thus providing insights into the dynamic process of distance

education.

These studies provide a comprehensive analytical framework and empirical basis through an

integrated multidisciplinary perspective, insightful qualitative analyses, and innovative research

methods. They not only fill the gaps in existing research, but also provide valuable references for

future practice and research, promoting the continuous development and optimisation of

distance education in the field of art education. However, specific to art education, especially
watercolour teaching, distance education research and practice is still relatively scarce.

Current research mostly focuses on the application of distance education in general subjects,

while research specifically focusing on watercolour painting, an art form that requires a high

degree of visual and practical skill, is relatively lacking. The existing literature fails to adequately

explore the specific effects and methods of distance education in teaching watercolour painting

techniques and developing creative thinking. For example, there are fewer studies on the

acquisition and assessment of specific skills (e.g. colour mixing, use of brushstrokes, etc.) in

students' learning of watercolour painting through distance education. The existing literature fails

to delve into the specific effects of distance education on the development of students' technical

skills and creative thinking and the methods of their assessment.

Existing research focuses more on the macro effects of distance education and less on its specific

implementation process, teaching methods and application of teaching resources. In particular,

how to design a reasonable course structure and interactive methods in distance education to

make up for the shortcomings of traditional classroom teaching, and the technical and

psychological challenges (such as real-time feedback, insufficient interactivity, etc.) faced by

distance education in its specific implementation process have not yet been systematically

studied.

By supplementing the research on the deficiencies of the above literature, it can provide a more

comprehensive and specific reference for the application of distance education in watercolour

teaching and promote the innovation and development of watercolour education.

2.3 Frameworks of the Study

2.3.1 Theoretical Framework
2.3.2 Conceptual Framework

Chapter 3
 Methodology

3.1 Research Design

This study adopted a qualitative research methodology, aiming to gain
insights into the specific implementation process of distance education in
teaching watercolour painting to Chinese university students, the watercolour
painting skills acquired by the students, and the challenges they faced during
the distance education process. Qualitative research is suitable for this type of
exploratory research as it is able to capture the detailed experiences and
subjective feelings of the interviewees through direct communication with
them. The design of this study used a semi-structured interview data
collection method. Through interviews with watercolour lecturers and learners
of watercolour painting in Chinese colleges and universities, we flexibly and
deeply explored the interviewees' perspectives and experiences within the
framework of an established outline, collected rich qualitative data, and
instantly adapted the questions as needed to obtain more in-depth
information.
The study draws on constructivist learning theory and multivariate learning
theory as its theoretical underpinnings. Constructivist learning theory
emphasises that the acquisition of knowledge and skills is achieved through
an active process of construction by the learner, and that interaction and
feedback are particularly important in distance education. The multivariate
learning theory, on the other hand, points out that learning is a
multidimensional process involving cognitive, affective, social and
environmental aspects. These two theories provide rich theoretical support for
this study to help explain the complex phenomena in teaching watercolour
painting at a distance. The whole research process consists of four phases:
preparation, data collection, data analysis and discussion of results, and each
phase is complementary to each other to ensure the systematic and in-depth
nature of the study and to provide a solid theoretical and practical foundation
for the application of distance education in art teaching.

3.2 Location and subjects of the study

The research locations were chosen in several colleges and universities in
China with watercolour painting courses, covering different regions in the
north and south, to ensure the diversity and representativeness of the data.
These colleges and universities include well-known art colleges and
universities in the northern region of China and the southern region of China.
The northern colleges and universities are Inner Mongolia Normal University,
Northeast Normal University, and Jilin Normal University, and the southern
colleges and universities are Central South University, Jingdezhen Ceramic
University, and Yunnan Normal University, each of which has unique
characteristics and advantages in watercolour painting education.
The reason for choosing these colleges and universities is that they are
representative of the region in terms of watercolour education and can provide
rich teaching resources and practical experience. The watercolour curriculum
and teaching quality of these schools have a high degree of recognition
nationwide and can reflect the overall level of watercolour education in
mainland China.
The research subjects include the following categories of students and
teachers:
1. undergraduate and graduate students majoring in art: they have different
learning experiences and experiences in distance watercolour painting
courses. These students were chosen because they have a high level of
interest and grounding in watercolour painting and are able to provide
valuable feedback and insights.
2. Teachers responsible for teaching the watercolour course: they have a
deep understanding of the process and challenges of implementing distance
education. These teachers are chosen because they have extensive
experience in teaching watercolour and distance education and are able to
provide professional perspectives and advice.
3. Students who have a certain foundation in painting but are not watercolour
majors and have taught themselves watercolour through distance education:
although they are not watercolour majors, they have a certain foundation in
painting, a strong interest in watercolour, and have taught themselves
watercolour through the distance education platform. This group of students
was chosen to understand the learning effects and challenges of distance
education in a non-major context, and to explore the learning paths and
experiences of students from different backgrounds in distance education.

3.3 Sampling procedure

A purposive sampling method was used in this study. First, initial contact was
made with art college administrators and faculty members of the target
colleges and universities via email to introduce the background, purpose, and
content of the study, and to explain in detail the specific process of the study,
the expected outcomes, and its potential contribution to the college and art
education, and to solicit their support and assistance. Next, clear sample
selection criteria were developed based on the purpose of the study, and
college administrators and faculty were asked to recommend a list of faculty
and students who met the criteria to ensure representation and diversity of
participants. Through email, initial contact was made with the recommended
faculty and students to introduce the study and solicit their initial interest.
Finally, the initially identified faculty and students were provided with a
detailed description of the purpose, methodology, and expected course of the
study to ensure that they had a thorough understanding of the study, and a
detailed informed consent form was prepared containing all relevant
information about the study to ensure that each participant signed the
informed consent form with a full understanding of the study and voluntarily,
and that they were provided with a channel of contact at any time during the
course of the study in which they could ask questions or withdraw consent.
Through systematic purposive sampling, it was ensured that the selection of
study participants was representative and scientific, thus providing a solid
foundation for the reliability and validity of the findings.

3.4 Interview protocol

Semi-structured interviews were used in this study in order to gain insights
into the implementation process of the distance watercolour course, the
watercolour skills acquired by the students in distance education, and the
main issues and challenges faced by distance education in teaching
watercolour. The outline of the interviews included the implementation
process of the distance watercolour course, the watercolour skills acquired by
students in distance education, and the main problems and challenges faced
by distance education in teaching watercolour.
The implementation process of the distance watercolour course: to
understand the overall design of the course, the specific teaching methods,
the teaching resources used, and the organisation and management of the
course. This section will explore the strategies and experiences of teachers in
designing and implementing distance watercolour courses, analysing their
effectiveness and innovativeness.
Watercolour skills acquired by students in distance learning: to explore
students' progress and changes in technical skills and creative thinking after
participating in distance watercolour courses. This section will focus on how
students mastered basic watercolour techniques, use of colour, compositional
skills and the development of creative thinking in a distance learning
environment.
Major problems and challenges in watercolour teaching and learning through
distance education: to analyse the various practical difficulties and challenges
encountered by teachers and students in teaching and learning watercolour
through distance learning, such as technical problems, insufficient interaction,
delayed feedback, and maintenance of learning motivation. This part will
provide empirical evidence and suggestions for improving distance
watercolour teaching and learning.
Each interview is controlled to last between 20 and 30 minutes, and the exact
location will be arranged according to the convenience of the interviewees. It
will be conducted via online video conferencing software and offline within the
school office, the exact arrangement will be determined in consultation with
the interviewee.
Prior to the interviews, respondents will be given a detailed description of the
purpose of the study, the content of the interviews, and matters related to
participation in the interviews. Respondents will be informed that their
participation is voluntary and that they have the right to withdraw from the
interview at any time without providing a reason. In order to ensure informed
consent from participants, written consent will be obtained prior to the start of
the interview. The written consent form will detail the purpose of the study, the
content of the interview, the use of the data and protection measures to
ensure the privacy of the respondents and the security of the data.

3.5 Pre-testing
Prior to the formalisation of the semi-structured interviews, a pre-test will be
conducted for this study to identify and correct any possible problems. Firstly,
a small sample group similar to the target group of the study, including three
university students and one watercolour painting teacher, was randomly
selected. Next, these pre-tested samples will be surveyed using a designed
questionnaire and interview outline to assess the clarity of the interview
outline, the relevance of the questions, and the actionability of the overall
process. During the pre-testing process, all problems encountered will be
recorded and feedback on the interview outline will be collected from the
participants. Based on this feedback, the semi-structured interview outline will
be revised and improved as necessary by modifying questions that are
unclear or difficult to understand, and adding or deleting irrelevant questions
to ensure that each question is effective in leading the respondent to an in-
depth discussion of the research topic.

3.6 Validity and reliability

In order to ensure that the interview outline has a high level of Content
Validity, this study will design the questions through an in-depth literature
review and expert consultation to ensure that key aspects of distance
education in the teaching and learning of watercolour painting are covered.
The literature review will help to identify and understand existing theories and
research findings, while the expert consultation will provide professional
feedback and advice to ensure comprehensiveness and relevance of the
question design. In addition, the interview outline will be further validated and
adapted through a pre-testing session to ensure that it leads the respondents
to provide in-depth and valuable responses. In order to enhance the Construct
Validity, the study will explore the same research questions using semi-
structured interviews with students and teachers using Triangulation to verify
the stability and consistency of the findings. Based on existing theories and
research findings, a clear theoretical framework is constructed to guide the
research design and data analysis to ensure that the concepts measured are
theoretically sound. In terms of External Validity, even though the purpose of
qualitative research is to gain an in-depth understanding of a specific
phenomenon rather than generalising it, this study enhances the
generalisability and applicability of the findings through sample diversity and
detailed description of the research context and situation.
In order to ensure the internal consistency of the interview outline, this study
will be adjusted and improved through multiple reviews and pre-test feedback
to ensure the rationality and logical coherence of the question design. In
addition, the consistency and stability of the questions will be assessed
through the Test-retest Reliability assessment, whereby some respondents
will be repeated in the pre-testing stage and the results of the two interviews
will be compared. At the same time, a detailed coding manual was developed
to clarify the coding criteria and methodology to ensure the transparency and
consistency of the coding process. Through these measures, this study will
ensure the validity and reliability of the interview outline and data analysis
process, thus enhancing the credibility and academic value of the findings.

3.7 Data collection procedure

Data collection for this study will be carried out through the following steps.
No Step Content

1 Establishing the research objectives and ① Define the research objective: to explore the implementation process

hypotheses of distance education in teaching watercolour painting to Chinese

university students.

② Formulate specific hypotheses: the application of distance education in

watercolour teaching can improve students' watercolour painting skills,

but it may also face the problem of inadequate technical support.

2 Designing the research method ① Use semi-structured interviews to collect data from students and

teachers.

② To design an interview outline covering the implementation process of

distance learning, the watercolour painting skills acquired by students in

distance learning, and the problems encountered.

③ Select a representative sample for interviews to ensure the diversity

and representativeness of the data.

3 Adherence to Ethical Standards ① Ensure that research participants (students, teachers, etc.) are fully

informed and agree to participate in the study.

② Maintain the confidentiality of all participants' personal information.

③ Provide an option to withdraw from the study.

4 Data collection and analysis ① Collect data on students' learning outcomes before and after the

interviews.

② Analyse the data using qualitative analysis methods.

5 Evaluation and Reporting of Results ① Interpret the results of the study.

 ② Prepare a research report or publish a paper.

6 Obtaining Necessary Permission and ① Obtain permission from the school and parents if minor students are

Approval involved.

② Review and approval from the relevant department within the

university is required.

3.8 Data Analysis

In this study, a qualitative research method was proposed for data analysis,
aiming to gain insights into the process of implementing distance watercolour
teaching and learning, the skills acquired by the students in distance learning,
and the problems they faced.
The transcribed texts were first coded using an open coding approach. The
interview texts were read line by line, identifying and labelling key concepts
and themes related to the research theme. Primary codes were then grouped
together to form higher level themes. Finally, the major themes were
integrated to form core categories that comprehensively describe the research
questions.
Thematic analysis was next used to identify and interpret key themes and
patterns in the data. Carefully read the transcribed text to gain an initial
understanding of the overall content of the data. Initial codes were generated
based on the important information in the data, labelling meaningful segments
of the text. Similar codes are then grouped together to find and summarise
major themes. Themes are checked and adjusted to ensure that each theme
is supported by sufficient data and that there is no repetition or overlap
between themes. Finally, an analysis report is written based on the results of
the thematic analysis, describing each theme and its associated data in detail.
Finally, data validation was carried out, where the results of the analysis were
discussed with some of the interview participants through a feedback session
after the initial analysis was completed to validate the accuracy of the data
and the soundness of the analysis. Participants can provide comments and
suggestions on the analysis results, and the researcher further adjusts and
improves the analysis results based on the feedback.
Through the above data analysis steps, a systematic understanding of the
implementation process of distance watercolour teaching, the skills acquired
by students in distance learning, and the problems they face can be obtained,
thus providing valuable references and improvement suggestions for future
distance education.
3.9 Research Ethics
The following ethical norms will be strictly adhered to in this study as data will
be collected through semi-structured interviews:
Informed Consent: Prior to data collection, the research team will provide all
participants with a detailed description of the study to ensure that they are
fully aware of the purpose, process and possible risks of the study.
Participants will be informed of their rights, including the right to participate
voluntarily and to withdraw at any time, and be provided with he
Privacy: Participants' personal information will be kept strictly confidential and
all data will be used for research purposes only. Encryption and
anonymisation measures will be taken during data collection, storage and
processing to ensure that participants' privacy is not compromised. No
identifying information about the participants will be included in the report of
the results of the study.
Voluntary participation: Ensure that all participants' participation is entirely
voluntary and that they have the right to withdraw from the study at any time
without suffering any negative consequences as a result. The research team
will respect the decision of participants and ensure that they do not have to
give any reason for withdrawing.
Transparency of results: When the results of the study are published, the
research team will ensure that the results are truthful and transparent,
avoiding any form of data manipulation or misrepresentation. All research
findings will be presented truthfully and objectively based on the data
collected to provide reliable research support.
Through the above steps and measures, this study will ensure its scientific
and ethical validity and provide reliable research support for the application of
distance education in teaching watercolour painting to Chinese university
students. This ethical rigour will help maintain the fairness and transparency
of the study while safeguarding the rights and privacy of the participants.