=Paper=
{{Paper
|id=Vol-3679/paper02
|storemode=property
|title=Evaluating transactional distance and student engagement in HyFlex art therapy education amidst the war in Ukraine
|pdfUrl=https://ceur-ws.org/Vol-3679/paper02.pdf
|volume=Vol-3679
|authors=Kateryna Bondar,Olena Shestopalova,Vita Hamaniuk
|dblpUrl=https://dblp.org/rec/conf/cte/BondarSH23
}}
==Evaluating transactional distance and student engagement in HyFlex art therapy education amidst the war in Ukraine==
https://ceur-ws.org/Vol-3679/paper02.pdf
Evaluating transactional distance and student engagement
in HyFlex art therapy education amidst the war in Ukraine
Kateryna Bondar1,2 , Olena Shestopalova1 and Vita Hamaniuk1
1
Kryvyi Rih State Pedagogical University, 54 Universytetskyi Ave., Kryvyi Rih, 50086, Ukraine
2
International Psychoanalytic University, Stromstraße 1, Berlin, 10555, Germany
Abstract
This study examines the utilization of flexible learning methods in an art therapy course and explores innova-
tive approaches to enhance learning outcomes and manage stress. The course incorporates a HyFlex model,
allowing students to participate in-person, synchronously online, or asynchronously through recorded classes,
accommodating diverse student circumstances. This flexibility proves invaluable during challenging situations,
such as rocket attacks or migration-related issues, as recorded classes provide accessibility and convenience.
The design of art therapy assignments focuses on cognitive and emotional aspects, creating an inclusive and
supportive learning environment. The assessment of transactional distance reveals high student satisfaction,
positive learning experiences, and strong engagement with online art therapy tools. The findings underscore the
importance of managing stress and promoting effective learning in art therapy education. By addressing stress
signs and implementing student-centered approaches, art therapy courses can optimize learning outcomes and
facilitate the acquisition of professional skills.
Keywords
flexible learning, art therapy course, hyflex model, stress management, innovation in learning, cognitive and emo-
tional aspects, transactional distance, student satisfaction, online art therapy tools, professional skills acquisition
1. Introduction
Since the outbreak of hostilities in 2014, Ukrainian higher education has encountered significant
obstacles stemming from the ongoing conflict with the Russian Federation. The Ukraine Conflict
Monitor, along with various statistical and analytical sources, has highlighted the profound impact
of this conflict on the country, including the displacement of individuals, infrastructure destruction,
and disruption of various sectors, including education at all levels [1]. These challenges encompass a
range of issues such as the internal forced migration of students [2, 3], the need to develop integration
mechanisms for forced migrant students and veterans within the educational system, the relocation of
universities from occupied territories [4], the implementation of distance and hybrid teaching methods
amidst shelling and air raids, and the adaptation of entrance examinations National Multi-subject Test
(NMT) for bachelor’s and master’s programs [5].
Considering these circumstances, Ukrainian universities have taken note of an educational model
known as HyFlex Learning, which has gained attention. This model has become significant due to the
presence of universities situated in conflict zones, where they face different challenges in providing
uninterrupted education [2].
Some universities continue to offer full-time education on campus, while others adopt a combination
of in-person laboratory sessions and remote learning due to ongoing shelling. Additionally, certain
universities have adopted a hybrid approach, offering both in-person and remote sessions to accommo-
date the migration of students [5]. The term “HyFlex” is derived from the combination of “hybrid” and
“flexible,” reflecting its ability to blend face-to-face and online learning methods, enabling students to
CTE 2023: 11th Workshop on Cloud Technologies in Education, December 22, 2023, Kryvyi Rih, Ukraine
" katerynabondarr@gmail.com (K. Bondar); shestopalovaolena@gmail.com (O. Shestopalova); vitana65@gmail.com
(V. Hamaniuk)
~ https://kdpu.edu.ua/personal/kmbondar.html (K. Bondar); https://kdpu.edu.ua/personal/opshestopalova.html
(O. Shestopalova); https://kdpu.edu.ua/personal/vagamanuk.html (V. Hamaniuk)
0000-0002-2441-4203 (K. Bondar); 0000-0002-3401-1790 (O. Shestopalova); 0000-0002-3522-7673 (V. Hamaniuk)
© 2024 Copyright for this paper by its authors.
Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
CEUR
ceur-ws.org
Workshop ISSN 1613-0073
Proceedings
164
Kateryna Bondar et al. CEUR Workshop Proceedings 164–177
select the mode of learning that suits their individual circumstances [6]. This adaptable approach has
proven particularly beneficial in areas affected by the conflict, where access to physical classrooms may
be restricted or unsafe.
Ensuring the quality of HyFlex training for undergraduate and graduate psychology programs
presents an even greater challenge when utilizing information and communication technologies (ICT)
[7, 2]. This requires a specific focus on implementing best practices of competence-based and practice-
oriented education, particularly in relation to the standards of psychologist training [6, 8]. The training
of psychologists necessitates the development of practical skills in counseling and psychotherapy, which
traditionally involve laboratory work and case supervision. In an online format, the Zoom platform
is employed to facilitate the development of counseling techniques through breakout rooms, which
mimic group interactions within student triads consisting of the client, psychologist, and supervisor.
However, achieving the desired outcomes is contingent upon factors such as student motivation and
transactional distance within the discipline [9, 10]. To address this, periodic online self-assessment of
student skills, assessment of teaching (SET), and the utilization of learning analytics data become crucial
for modifying curricula and syllabuses in response to evolving learning realities. This data includes an
analysis of self-assessment of student learning skills and satisfaction at the course level, an evaluation
of transactional learning distance at the faculty level, and an examination of faculty-level dropout rates
[7].
2. Literature review
The assessment of student teaching, known as the Student Teaching Assessment (STE), is of great
importance to Ukrainian university administrations [7]. These evaluations play a critical role in
informing decisions related to academic recruitment, resource allocation, and curriculum changes [11].
However, as the manualization and digitalization of STE is being introduced in Ukrainian universities,
it has become clear that some areas need improvement.
In our preliminary study, which included analysis of open data from 41 prominent Ukrainian univer-
sities, we focused on examining the effectiveness of these assessment tools in evaluating the quality of
course content, teaching aids, and course design. Our main goal was to improve the online learning
experience for students through a comprehensive study of existing STEs.
Based on our findings, we argue that there are certain shortcomings in the content of the course
feedback form. Firstly, self-assessment of student competencies using the “qualifications framework”,
which is commonly used in the European Union, is not standardized or validated in the Ukrainian
context [12]. To ensure reliable and meaningful self-assessment, it is important to establish standardized
and approved guidelines that are consistent with the Ukrainian education system.
Second, we identified the need to develop guidelines for obtaining intermediate online feedback
from students. Intermediate feedback plays a vital role in evaluating student progress and promptly
resolving any issues or concerns [11]. By establishing clear procedures and guidelines for collecting
interim feedback in an online learning environment, universities can better understand the student
experience and make the necessary adjustments to improve the quality of teaching and learning.
Finally, we highlight the importance of creating learning analysis procedures that provide insight
into how learners interact with the digital learning environment [13]. Learning analytics can provide
valuable insights into student engagement, performance, and learning patterns, enabling universities
to make data-driven decisions [7]. By implementing robust learning analysis procedures, Ukrainian
universities can gain a deeper understanding of students’ online learning experience and optimize the
digital learning environment accordingly.
2.1. Art therapy course standards
In accordance with the standard training of psychologists in Ukraine, the education of art therapists
encompasses the acquisition of practical skills that enable them to effectively utilize art as a means of
expression and therapeutic intervention [12]. The design of art therapy courses may involve learning
165
Kateryna Bondar et al. CEUR Workshop Proceedings 164–177
various aspects, such as understanding and interpreting art [14], working with diverse artistic media
(such as painting, sculpture, and collage) [1, 15], and developing communication techniques with clients
through art [16]. Additionally, students are introduced to fundamental psychological theories and
methods that serve as the foundation for art therapy practice. This includes exploring psychoanalytic and
analytical approaches, expressive art therapies, programs such as Compassionate Arts Psychotherapy
(CAP), and Mindfulness Art Therapy based on Trauma (MBAT) and other areas [17, 16]. Art therapy
education incorporates concepts related to reframing, reforming, and reclaiming [15]. These concepts
are integral to the art therapy process, allowing individuals to engage in self-exploration, introspection,
and personal growth through their creative expressions. By incorporating reframing, reforming, and
reclaiming, art therapists facilitate transformative experiences that promote healing, self-discovery, and
empowerment.
During students’ training, they also have opportunities to gain practical experience through intern-
ships and shadowing experienced art therapists, as well as practicing their skills under the guidance
of a supervisor. Art therapy education incorporates concepts related to reframing, reforming, and
reclaiming [15]. These concepts play a significant role in the practice of art therapy and guide the
therapeutic process. Here is an explanation of each concept [1]:
1. Reframing involves shifting the perspective or interpretation of a situation, experience, or art-
work. In art therapy, reframing helps individuals explore alternative meanings, narratives, or
emotions associated with their art. By reframing their artwork, clients can gain new insights,
challenge negative thought patterns, and discover different ways of perceiving themselves and
their experiences.
2. Reforming in art therapy refers to the process of transforming or reshaping elements of one’s
art or creative expression. It involves making intentional changes, experimenting with different
techniques, and exploring alternative forms of artistic representation. Through reforming, clients
can explore personal growth, express emotions, and develop new ways of self-expression and
communication.
3. Reclaiming involves the act of reclaiming personal power, identity, or aspects of oneself through
art. It empowers individuals to explore and reconnect with their authentic selves, values, and
strengths. Art therapy provides a safe and supportive space for clients to express themselves
freely, heal from past traumas, and reclaim a sense of ownership over their experiences and
narratives.
Upon completion of the art therapy course, students transition from being learners to becoming
clients themselves or members of art therapy groups. It is noteworthy that the formation of novice art
therapists is a dual process, benefiting both the training of future psychologists to work with clients
and serving as a therapeutic experience for the students themselves. This duality is formed this HyFlex
design Art therapy course.
2.1.1. Design HyFlex Art therapy course
The HyFlex art therapy course was developed based on the concept of “trickle down engagement” [18]
and transactional distance in online learning [9]. Based on ideas of Saucier et al. [18], the empathic
course development perspective, as a form of TDE, involves the intentional incorporation of empathy
into the structure, goals, policies, and interactions of an art therapy course. By actively considering
students’ cognitive and emotional perspectives, this empathic course design perspective aims to enhance
the collective experience of both students and faculty in war conditions in Ukraine.
Due to empathic course development, Art therapy course programs are based on a dual purpose: to
provide information about the content, structure, and rules of the course, and to engage and engage
students in their learning process [19, 14, 1]. It is unlikely that rocket attacks will help most Ukrainian
students gain in-depth knowledge of their profession. And that is why predictable and clear schedules
and wonderful future art therapy assignments form students’ willingness to learn. Establishing clear
weekly routines, such as regular communication about upcoming course events (e.g. planned videos
166
Kateryna Bondar et al. CEUR Workshop Proceedings 164–177
and online drawing tools) and assignments (sharing podcasts, editing and highlighting basic ideas
book chapters for colloquiums), planned art materials for laboratory tasks, promotes predictability and
reduces student stress and anxiety in the current environment of missel shelling.
The utilization of flexible learning methods in art therapy courses, which allow students to participate
in in-person, synchronously online, or asynchronously through recorded classes, provides a responsive
approach to accommodate diverse student circumstances [10]. This flexibility proves particularly
valuable when students face challenges attending classes due to factors such as rocket attacks on
Ukrainian territory or migration-related issues. The availability of recorded art therapy classes enables
students to access course content at their convenience, even when military stress levels are high and
class attendance is affected. Additionally, the implementation of responsive attendance policies allows
students to choose alternative modes of attending classes or allows for a certain degree of absenteeism
without academic penalties. In the context of the art therapy curriculum, an innovative approach is
observed, where the integration of scores from university courses with Massive Open Online Courses
(MOOCs) offered on platforms like Coursera is explored [20, 21]. This adaptive policy provides a
successful solution that combines different learning resources to enrich the students’ educational
experience.
Moreover, the empathetic design of art therapy assignments focuses on analyzing casework related
to topics such as therapeutic fairytales about bomb shelters and migration. These assignments are
developed with a student-centered and meaningful approach, aiming to facilitate the successful demon-
stration of learning outcomes and enhance the overall learning experience for both students and faculty
[22, 16]. By aligning assignments with student interests and encouraging active participation, the course
fosters a positive and supportive learning environment.
The HyFlex art therapy course demonstrates an empathic approach to course design, incorporating
considerate scheduling, flexible attendance policies, and student-centered assignments and assessments.
By prioritizing the cognitive and emotional aspects of learners, the course aims to foster an inclusive,
supportive, and engaging learning environment for all participants. Within this framework, transactional
distance, as proposed by Moore and Anderson [9], encompasses three dimensions: learner-content
interaction, learner-instructor interaction, and learner-learner interaction [17]. In the specific context
of HyFlex Educational Art Therapy, transactional distance refers to the challenges and opportunities
psychologists face in bridging psychological and communication gaps among themselves, the therapeutic
content, their instructors, and fellow students [9].
While the HyFlex approach offers various benefits, there are limitations to consider in terms of
transactional distance in the context of art therapy education [23]. First, the student’s interaction with
the content can present challenges for students, as interacting with art therapy content in an online
environment may not fully reproduce the tactile and sensory aspects of artistic expression. To address
this limitation, strategies such as the inclusion of interactive modules (Whiteboard, virtual mandala
painting platform, Inspirograph, Virtual Spinner for therapeutic fairy tales, Virtual Sandtray, Online
Puppets, Google Quick Draw, Pollock Painting, Bomomo Drawing) and virtual art galleries of projective
cards have been implemented in our practice (figure 1). These tools aim to bridge the distance between
transactions and enhance the immersive experience of art therapy. So, when working with therapeutic
fairy tales, the combination of Virtual Spinner for therapeutic fairy tales was used for folding fairy tales,
and Online Puppets for programming (figure 2).
Establishing effective channels of communication between psychology students and art therapy
teachers plays a crucial role in overcoming the transactional distance in teaching art therapy and
building self-motivation in wartime. In the realities of Ukrainian higher education, the interaction
between a student and an art therapist in art therapy has two contexts: demonstration of sessions
of artistic techniques by an instructor and observation of students’ work. In addition, transactional
distance defines the use of routine synchronous and asynchronous online discussions, video conferences,
and personalized feedback on the Moodle platform to support art therapy tasks [24, 25].
The Moodle platform offers a structured environment where students can submit their art therapy
assignments and receive personalized feedback from tutors [23, 26]. Teachers can provide detailed
comments, provide feedback when evaluating art therapy case studies, and offer theoretical ideas
167
Kateryna Bondar et al. CEUR Workshop Proceedings 164–177
Figure 1: Interactive modules of inspirograph and virtual mandala painting platform.
related to the task. This mode of feedback promotes reflective practice, encourages self-assessment, and
improves the integration of theoretical knowledge with practical application.
Student-to-student interaction plays a vital role in both reducing transactional distance and fostering
the development of crucial skills for future art therapists. The significance of interaction as the third
leading criterion for transactional distance highlights its importance in honing students’ abilities in
various art therapy techniques. Despite the challenges posed by two years of distance learning during
the COVID-19 pandemic [27] and a subsequent year of HiFlex learning in a war context, online pairings
have created opportunities for students to engage in collaborative activities. Discussion blitz voting
in Survey Monkey, group graphic projects, and joint art therapy exercises enable the acquisition
of reporting skills, the understanding of transference-countertransference dynamics, the analysis of
drawing symbolism, and the provision of mutual support and learning from diverse perspectives.
Student-to-student interaction significantly contributes to the level of involvement and engagement
in art therapy courses [15]. Active participation and collaborative exchanges among students foster
a sense of belonging, motivation, and commitment to the learning process. Interaction facilitates the
development of a supportive learning community, enhancing students’ connection to the course content
and their peers. Art therapy requires the mastery of various skills, such as conducting consultative
168
Kateryna Bondar et al. CEUR Workshop Proceedings 164–177
Figure 2: Interactive modules of Virtual Sandtray.
conversations, facilitating free or thematic drawing sessions, interpreting artistic media, and engaging
in dialogue-based approaches [22]. The parameter of pairing or triplets within an art therapy group
plays a decisive role in practicing these skills. Through online pairings, students can refine their abilities
in these areas, even in the face of prolonged distance and hybrid learning contexts [23].
Conducting rapid-fire discussions through tools like Survey Monkey allows students to express their
opinions, share perspectives, and vote on specific topics related to art therapy [1]. This method fosters
critical thinking, encourages active participation, and enables the exploration of diverse viewpoints.
Through these interactions, students refine their abilities to analyze, synthesize, and articulate their
thoughts effectively.
Collaborative graphic projects within student groups provide a platform for creative expression,
problem-solving, and the exploration of art therapy concepts [28]. By working together on visual
representations, students learn to communicate ideas visually, interpret each other’s artwork, and
engage in constructive feedback (figure 3). This process enhances their skills in group dynamics,
interpersonal communication, and collaborative decision-making.
In general, engaging in joint art therapy exercises, such as collective art-making or group discussions
on assigned therapeutic themes, allows students to practice reporting skills, analyze transference-
countertransference dynamics, and delve into drawing symbolism. These activities create an environ-
ment for mutual support and shared learning experiences, fostering a deeper understanding of art
therapy principles and the therapeutic process.
In conclusion, our study highlights the importance of addressing deficiencies in the content of the
course feedback form based on the concepts of “trickle-down engagement” and transactional distance
in HyFlex, as well as the need for guidelines on obtaining mid-term online feedback and establishing
procedures for learning analytics of big data in Ukrainian universities. By addressing these areas of
improvement, the effectiveness of student teaching assessments can be enhanced, resulting in better
decision-making, resource allocation, curriculum changes, and ultimately an improved online learning
experience for students.
169
Kateryna Bondar et al. CEUR Workshop Proceedings 164–177
Figure 3: Interactive modules of Pollock Painting.
3. Research methodology and design
The objective of this study was to examine the impact of transactional distance on the teaching
experience of art therapy, focusing on the development of an empathic course and fostering “flowing
interaction” with psychology students studying in a HyFlex format amidst the war in Ukraine during
the academic years 2021-2022 and 2022-2023. The study employed a mixed approach to investigate the
transactional distance experienced by students enrolled in art therapy courses in a war-affected setting,
utilizing Moodle as an asynchronous platform and Zoom for synchronous learning and showcasing of
lab work. By integrating quantitative and qualitative data collection and analysis, the mixed method
approach facilitated a comprehensive understanding of the research problem and shed light on the
dynamics of teaching and learning in this particular context.
Examining the impact of transactional distance on the effectiveness of teaching art therapy among
psychology students during times of war, considering stress factors (Scherbitsky scale), and utilizing
the Zhang scale, the study employed various statistical analysis methods:
1. The quantitative data collected through the Zhang scale will be analyzed using descriptive
statistics to identify patterns and trends in students’ perceptions of transactional distance.
2. Inferential statistical tests, correlation analysis, specifically employing the Pearson criterion, was
used to determine the relationship between transactional distance scales, stress factors, and the
effectiveness of art therapy training quantitatively. This analysis aimed to establish the strength
and direction of the association between these variables.
3. Content analysis of open-ended responses using the k-means algorithm was conducted to analyze
qualitative data. This involved examining participants’ open-ended responses regarding the
course and modules to identify common themes and classify responses based on their similarities.
This approach facilitated a systematic exploration of participants’ experiences and perspectives.
3.1. Research questions
Given the aforementioned prerequisites, the research inquiries will encompass the following:
1. How can an art therapy course be modified to incorporate interactive online psychotherapy tools?
170
Kateryna Bondar et al. CEUR Workshop Proceedings 164–177
2. What methods can be employed to evaluate the transactional distance encountered by students
and their satisfaction levels while utilizing an integrated platform?
3.2. Research approach and data collection
To gather data, an online, asynchronous e-mail survey was designed to solicit feedback on Student
Evaluations of Teaching (SET). The survey included the translation of Zhang’s scale of transactional
distance, a list of stress factors (Scherbatiyh’s scale), and open-ended questions related to satisfaction in
education. In this study, the questionnaire was administered to students utilizing various mobile devices
such as computers, iPads, smartphones, and tablets. Ensuring easy accessibility for all participants,
regardless of the type of mobile phone they had, was a fundamental aspect of the questionnaire design.
This criterion was given utmost importance, and links were sent to different mobile phones to verify its
effectiveness.
The Likert scale of Zhang’s scale and the client satisfaction questionnaire comprised closed questions
and offered a five-point response range from “completely disagree” to “completely agree”. When em-
ploying a stress-factors-based questionnaire (Scherbatiyh’s scale), individual responses carry significant
weight as they are not compared to the sample or other respondents. This approach helps mitigate
potential biases that could influence the research results.
3.3. Sample select
The sample consisted of art therapy students who are currently enrolled in HyFlex courses or programs
in the Psychology Department of Kryvyi Rih State Pedagogical University (2021-2022 and 2022-2023
academic years). The sample included (N =139) a diverse range of students in terms of age from 19 to 28
years. The sample was predominantly female, with 78% of the participants being female and 22% being
male. The majority of the students (81%) had their first bachelor’s degree, while the remaining 19%
had a second education. Prior Experience with Art Therapy: Among the students, 20% had previous
experience with an art therapy course, indicating some familiarity with art therapy techniques. The
remaining 80% did not have a background in art therapy or exposure to war trauma (table 1).
Table 1
Summary table of the sample structure regarding the type of training, conditions of access to training at the
time of the course.
Department N The number The number Number of HyFlex Distancing Dropout
of student of students of students students studding studding
remaining in who became remaining
the frontline forced in the occupied
territories migrants territories
Psychology 31 26 5 0 26 5 0
Primary education 38 31 6 1 31 7 1
Preschool education 34 29 4 1 29 5 2
Biology and psychology 14 12 2 0 12 2 0
Ukrainian Philology and
Psychology 22 16 6 0 16 6 1
Total 139 114 23 2 114 25 4
3.4. Significance and consequences
The results of the study will contribute to understanding the transactional distance in HyFlex art therapy
education. The results can help develop strategies, interventions and curricula to minimize the distance
between transactions, improve the quality of learning and better prepare students to support people
affected by war trauma in an online and HyFlex environment.
171
Kateryna Bondar et al. CEUR Workshop Proceedings 164–177
4. Data analysis
The first step of data analysis involved examining the main signs of stress using Scherbatiyh’s scale
among a sample of 139 students who participated in a course. The purpose was to identify factors
that influence stress levels. The results showed a range of scores, with the highest being 33 and the
lowest being 3.5. Evaluating the scores on a scale of 0 to 5, which represents a good level, it was found
that 21% of participants did not experience significant levels of stress. Moderate stress, indicated by
scores from 6 to 12, was reported by 14% of participants and could be managed through effective time
management and periodic rest. For 36% of participants, scores from 13 to 24 indicated pronounced
strain on their emotional and physiological systems, suggesting unsuccessful compensation for strong
stressors. Special stress management methods were recommended for this group. Additionally, 29% of
participants showed a high level of stress with scores ranging from 25 to 40.
The study explored various aspects of stress, including intellectual, behavioral, emotional, and
physiological symptoms. The results revealed a significant prevalence of these symptoms within the
sample. Intellectual signs, such as negative thoughts and difficulty concentrating, were noted by more
than half of the participants. Behavioral manifestations, including chronic time pressure and changes
in appetite, were also prominent. Emotional symptoms, such as restlessness and irritability, as well as
physiological indicators like bodily pain and increased fatigue, were frequently reported. This analysis
provides valuable insights into the manifestation of stress among the sampled student population. Top
signs of stress sample (N =139):
1. Intellectual signs of stress. Predominance of negative thoughts: 60.4% of the sample reported
experiencing negative thoughts. Deterioration of memory indicators: 56.3% of the students noted
experiencing memory problems. Passivity, desire to transfer responsibility to someone else: 54.2%
of the sample expressed a desire to transfer responsibility and showed signs of passivity. Difficulty
concentrating: 54.2% of the students had difficulty concentrating.
2. Behavioral signs of stress. Chronic lack of time: 66.7% of the sample reported consistently feeling
a lack of time. Loss of appetite or overeating: 50% of the students experienced changes in their
eating habits. Low activity productivity: 49.7% of the students exhibited decreased productivity.
3. Emotional symptoms of stress. Anxiety, increased anxiety: 77.1% of the students reported feeling
anxious or experiencing increased levels of anxiety. Irritability fits of anger: 66.4% of the sample
exhibited signs of irritability and occasional anger outbursts. Gloomy mood: 52.1% of the students
experienced a consistently low or gloomy mood.
4. Physiological symptoms of stress. Pains in various parts of the body of an unspecified nature,
headaches: 70.8% of the students reported experiencing bodily pains and headaches without a
specific cause. Increased fatigue: 64.6% of the sample reported feeling more fatigued than usual.
During the second stage of the assessment, we evaluated the impact of transactional distance on
student experiences. The overall satisfaction with the course was rated at 4.08, with a standard deviation
of 1.03, on a scale from 1 to 5 (SS = “Student satisfaction Overall, I am satisfied with this course”).
Students rated their learning experience and achievement of learning goals with an average value of
3.91 (SL = Student learning “I have learned a great deal in this online class”) and 4.01 (LG = Learning
goals I have made tremendous progress towards my goal in the subject area of this course), respectively,
with standard deviations of 0.61 and 0.32. The transactional distance between students and the teacher
was perceived as close, with a mean rating of 4.08 and a standard deviation of 1.04 (table 2).
Students highly valued the interaction with the online art therapy tools used in the classes, including
the Whiteboard, virtual mandala painting platform, Inspirograph, Virtual Spinner for therapeutic fairy
tales, Virtual Sandtray, Online Puppets, Google Quick Draw, Pollock Painting, and Bomomo Drawing
(SI average value 4.02, standard deviation 1.03).
However, there was a decline in student ratings for the Student-Student Transactional Distance (SS)
with an average rating of 3.70 and a standard deviation of 0.20. In open-ended responses, students who
studied online expressed feelings of fear when interacting with their fellow students. The Transactional
172
Kateryna Bondar et al. CEUR Workshop Proceedings 164–177
Table 2
Indicators of the transaction distance of the sample (N=139).
∑︀
Scales 𝜎
ST = Transactional distance between students and teacher 4.08 1.04
SC = Transactional distance between student and content 3.63 1.33
SS = Transactional distance between students and students 3.70 0.20
distance between the student and the content (SC scale) received the lowest ratings, with an average
rating of 3.63 and a standard deviation of 1.33.
Based on our analysis of the empirical results, we employed inferential statistical tests, specifically
correlation analysis using the Pearson criterion, to examine the quantitative relationship between
transactional distance scales and the effectiveness of art therapy training. We observed that there were
distinct groups of students: some consistently completed tasks and submitted reports on time, while
others submitted their reports significantly later or did not complete certain tasks at all (table 3, column
2). This suggests that the systematicity of learning activity is influenced by students’ personal learning
styles. We used Pearson’s correlation to demonstrate the effect, acknowledging that the evaluation of
correlation may be slightly lower and not equal to 1. To establish statistical significance, additional
non-parametric significance tests were applied due to the limited information on the distribution of our
data.
Table 3
Indicators of students’ work systematicity on the base of assignments (N=139).
Assignment title Number of reports Correlation with Correlation with
that were uploaded the grade for the total number
on time quality of reports that were
uploaded on time
Transactional distance
between student and content
Visual Art Therapy
(Google Quick Draw) 98 – 0.39
Mandala (Virtual mandala
painting platform,
Inspirograph) 122 0.67 0.51
Therapeutic fairy tales and
Drama Therapy (Virtual
Spinner for therapeutic fairy tales,
Online Puppets) 89 0.31 0.67
Sandplay Therapy
(Virtual Sandtray) 90 – 0.62
Digital Art Therapy
(Pollock Painting,
Bomomo Drawing) 130 0.56 0.56
Projective cards 130 0.51 0.74
The qualitative data analysis through thematic analysis provided valuable insights into students’
experiences and highlighted key areas for improvement in the course. The identified clusters of feedback
offer specific recommendations to enhance the learning environment and address transactional distance
issues.
Cluster 1 emphasizes the need to allocate more time for in-depth study of art therapy methods
and techniques, considering students’ preferences for study times. Additionally, distributing the
workload evenly throughout the course and providing opportunities for self-study can contribute to a
comprehensive understanding of the subject.
173
Kateryna Bondar et al. CEUR Workshop Proceedings 164–177
Cluster 2 suggests enhancing the course content by including more topics such as projective maps
and sand therapy. Incorporating materials in Ukrainian, along with English, and showcasing examples
of art therapy practices by Ukrainian psychologists can make the content more relatable and engaging
for the students. Organizing discussions and presentations of student work completed at home can
foster an interactive and collaborative learning environment.
Cluster 3 focuses on improving the transactional distance between students and the course interface.
Enhancing the clarity and user-friendliness of the Moodle platform interface can minimize confusion
and increase student satisfaction. Optimizing course tasks to be more practical and applicable to real-
world scenarios and introducing a variety of assignments, including quizzes and practice exercises, can
maintain student interest and provide structured learning experiences in different formats.
5. Discussion
The experimentation with HyFlex teaching methods within art therapy courses yielded intriguing
outcomes. It allowed students to engage in various modes, including in-person, synchronous online
sessions [19], and asynchronous learning through recorded materials, accommodating diverse student
circumstances [29]. The development of the HyFlex art therapy course, rooted in the concept of “trickle
down engagement” [18] and considerations of transactional distance in online learning [9], has brought
forth noteworthy trends in student engagement and activities, warranting a comprehensive examination
and refinement of the course.
The launching of this arttherapy course based on inspiration from the insights of Saucier et al. [18],
who advocated for the creation of an empathetic learning environment. This involved deliberately
infusing empathy into the course’s structure, objectives, policies, and interactions within the art therapy
curriculum. Leveraging online tools like isotherapy [14], sandplay activities, and metaphorical cards [1],
we aimed to stimulate students’ cognitive and emotional perspectives. This empathetic course design
sought to enhance the collective experience of both students and educators, particularly given the
challenging backdrop of the war in Ukraine, with a particular focus on stress reduction during classes.
The findings revealed that 21% of participants reported minimal stress levels, signifying their adept-
ness in managing the course requirements without experiencing substantial stress-related challenges.
Conversely, 14% of participants fell within the moderate stress category, scoring between 6 and 12,
indicating that they grappled with manageable stress levels that could potentially be alleviated with
improved time management and occasional relaxation strategies. However, the results took a concern-
ing turn when 36% of participants exhibited stress scores ranging from 13 to 24, while another 29%
demonstrated high stress levels with scores ranging from 25 to 40. These subgroups are confronting
significantly heightened stress levels, demanding immediate attention and intervention to mitigate the
potentially adverse effects on their academic performance and overall well-being.
The design of art therapy assignments in our program places a significant emphasis on analyzing
casework related to essential topics, including therapeutic narratives concerning bomb shelters, grief,
loss, and migration in war conditions in Ukraine. Throughout students’ art training, they are provided
with valuable opportunities to acquire practical experience through internships, shadowing experienced
art therapists, and honing their skills under the guidance of a supervisor within triangle groups
(comprising the client, art therapist, and supervisor).
All class assignments were underpinned by key concepts integral to the practice of art therapy,
specifically centered on the reframing of wartime situations, the reforming of imagination, and the
process of reclaiming [15]. These concepts hold a pivotal role in guiding the art therapeutic journey.
Reframing thought interactive modules (Virtual Spinner for therapeutic fairy tales, Virtual Sandtray,
Online Puppets) and virtual art galleries of projective cards have been implemented in our practice
involved shifting one’s perspective or interpretation of a situation or artwork. It gived some deep
exploring alternative meanings, narratives, or emotions associated with their artistic creations about
war experience [1, 15]. By reframing their art, students can challenge negative thought patterns, and
discover new ways of perceiving themselves and their experiences in stresful conditions of war in
174
Kateryna Bondar et al. CEUR Workshop Proceedings 164–177
Ukraine. In art therapy course was use reforming pertains to the process of altering or reshaping
elements within one’s art or creative expression thought interactive modules (Whiteboard, virtual
mandala painting platform, Inspirograph, Google Quick Draw, Pollock Painting, Bomomo Drawing)
[16]. It encompassesed intentional changes, experimentation with different techniques, and exploration
of alternative artistic impresionistic forms in digital art. One of part Reclaimingwas reconnecting with
authentic selves, values, and strengths throught rescription of trumatic experience by visualization [23].
These results we can compare with relevant studies by Noah Hass-Cohen et al. (2022) of Compassionate
Arts Psychotherapy (CAP) program that is blends self-compassion and arts psychotherapy, guided by a
compassionate arts media (CAM) continuum. A pilot study with 18 graduate students demonstrated
substantial improvements in self-compassion and mindfulness, supported by qualitative findings of
increased openness, present-moment awareness, and self-compassion. These results highlight CAP’s
clinical value and offer fresh insights into art therapy media [1].
These assignments were meticulously developed with a student-centric and meaningful approach
analizing personal and group arttherapy cases in-situ, aimed at facilitating the successful attainment
of learning outcomes in crisis arttherapy interventions. By group aligning assignments with student
interests and encouraging active participation by group expertise of cases, the course fosters, involves
the intentional incorporation of empathy into the structure, goals, policies, and interactions of an art
therapy course. In light of these findings, we can draw parallels with a recent study by Saucier et al.
[18] that emphasizes the growing importance of empathy in academia. They introduce the “Empathetic
Course Design Perspective”, advocating for the deliberate infusion of empathy into courses. This
commentary offers practical recommendations for integrating this perspective into various HyFlex
courses, irrespective of level, modality, or academic discipline. The goal is to create more positive,
supportive, and engaging learning environments for both instructors and students [18]. Within the
art therapy curriculum, we’ve witnessed a successful and adaptable approach. Even students affected
by war, who may avoid traditional in-person or online activities, can excel in their university courses
through MOOCs available on platforms like Coursera [30, 31]. This flexible policy offers an effective
solution that blends diverse learning resources to enhance the educational journey of our students.
6. Conclusions
The assigned signs of intellectual, behavioral, and physiological stress directly impact the productivity
of learning and the development of professional skills in art therapy. These signs can hinder cognitive
functioning, reduce engagement and focus, disrupt behaviors and productivity, and create physical
discomfort and fatigue. To ensure optimal learning and skill acquisition, it is essential to address and
manage these signs of stress effectively in the art therapy setting in HyFlex environment.
The assessment of transactional distance on student experiences revealed positive findings. The
overall satisfaction with the course was high, with students rating it at 4.08 on a scale from 1 to 5.
This indicates a generally positive perception of the course among the students. Additionally, students
reported a valuable learning experience, with an average rating of 3.91 for student learning and a rating
of 4.01 for achieving learning goals. This suggests that the course has effectively facilitated learning
and helped students make progress in their subject area.
The transactional distance between students and the teacher was perceived as close, indicating a
strong sense of connection and interaction. Students highly valued the use of online art therapy tools
in the classes, as evidenced by the average rating of 4.02 for their interaction with these tools. This
indicates that the incorporation of these tools in the course has enhanced the learning experience and
engagement of the students.
Ethical considerations
The study complied with ethical principles, ensuring participant confidentiality, informed consent, and
voluntary participation. Any potential risks or discomfort associated with a learning discussion were
175
Kateryna Bondar et al. CEUR Workshop Proceedings 164–177
considered appropriately and participants had the option to withdraw from the study at any time.
Limitations of the study include potential bias in student self-reports amid the stress of war, varying
attendance conditions against the backdrop of students’ general awareness of each student’s individual
trajectory, limited generalizability to other art therapy programs in university training
References
[1] N. Hass-Cohen, R. Bokoch, G. Fowler, The compassionate arts psychotherapy program: Benefits
of a compassionate arts media continuum, Art Therapy 40 (2023) 5–14. doi:10.1080/07421656.
2022.2100690.
[2] I. Kohut, O. Nikulina, O. Syrbu, T. Zherobkina, Y. Nazarenko, War & Education. How a year of
the full-scale invasion affected Ukrainian schools, Technical Report, CEDOS, 2023. URL: https:
//cedos.org.ua/wp-content/uploads/eng-saved_overview-report-2022-web.pdf.
[3] S. O. Semerikov, T. A. Vakaliuk, I. S. Mintii, S. O. Didkivska, Challenges facing distance learning
during martial law: results of a survey of Ukrainian students, Educational Technology Quarterly
2023 (2023) 401–421. doi:10.55056/etq.637.
[4] A. Lutsenko, N. Harashchenko, L. Hladchenko, N. Korytnikova, R. Moskotina, O. Pravdyva, The
results of the survey on the needs of Ukrainian scientists (First wave report), Max Planck Institute
for Innovation & Competition Research Paper 23-03, 2023. URL: https://papers.ssrn.com/sol3/
papers.cfm?abstract_id=4335098.
[5] Armed Conflict Location & Event Data Project (ACLED), Ukraine Conflict Monitor, 2024. URL:
https://acleddata.com/ukraine-conflict-monitor/.
[6] L. Kohnke, B. L. Moorhouse, Adopting HyFlex in higher education in response to COVID-19:
Students’ perspectives, Open Learning: The Journal of Open, Distance and e-Learning 36 (2021)
231–244. doi:10.1080/02680513.2021.1906641.
[7] K. Bondar, O. Shestopalova, V. Hamaniuk, V. Tursky, Ukraine higher education based on data-
driven decision making (DDDM), CTE Workshop Proceedings 10 (2023) 346–365. doi:10.55056/
cte.564.
[8] D. V. Koval, Theoretical principles of modeling the process of forming realistic professional aim of
the future psychologist in the conditions of master’s training, Educational Dimension 7 (2021)
81–93. doi:10.31812/educdim.4406.
[9] M. G. Moore, W. G. Anderson (Eds.), Handbook of Distance Education, Lawrence Erlbaum As-
sociates, Publishers, Mahwah, New Jersey and London, 2003. URL: https://www.geocities.ws/
mrteddy/bl4.pdf.
[10] C.-Y. A. Liu, R. C. Rodriguez, Evaluation of the impact of the Hyflex learning model, International
Journal of Innovation and Learning 25 (2019) 393–411. doi:10.1504/IJIL.2019.099986.
[11] R. L. Quezada, C. Talbot, K. B. Quezada-Parker, From bricks and mortar to remote teaching: A
teacher education program‘s response to COVID-19, Journal of Education for Teaching 46 (2020)
472–483. doi:10.1080/02607476.2020.1801330.
[12] Professional standard “Practical Psychologist for the stage of education”, 2022. URL: https://mon.
gov.ua/ua/news/zatverdzheno-profesijnij-standart-praktichnij-psiholog-zakladu-osviti.
[13] Y. Ismaili, Evaluation of students’ attitude toward distance learning during the pandemic
(Covid-19): a case study of ELTE university, On the Horizon 29 (2021) 17–30. doi:10.1108/
OTH-09-2020-0032.
[14] M. A. Franklin, Expanding artistic literacy in art therapy education: Self-reflection tools for
assessing artwork and art-based research, Art Therapy 38 (2021) 22–32. doi:10.1080/07421656.
2020.1721993.
[15] M. Jacobson-Levy, G. M. Miller, Creative destruction and transformation in art and therapy:
Reframing, reforming, reclaiming, Art Therapy 39 (2022) 194–202. doi:10.1080/07421656.
2022.2090306.
176
Kateryna Bondar et al. CEUR Workshop Proceedings 164–177
[16] H. Leigh, Signature pedagogies for art therapy education: A Delphi study, Art Therapy 38 (2021)
5–12. doi:10.1080/07421656.2020.1728180.
[17] E. Kolog, E. Sutinen, M. Vanhalakka-Ruoho, E-counselling implementation: Students’ life stories
and counselling technologies in perspective, International Journal of Education and Development
using ICT 10 (2014). URL: https://www.learntechlib.org/p/148477/.
[18] D. A. Saucier, T. L. Jones, A. A. Schiffer, N. D. Renken, The Empathetic Course Design Perspec-
tive, Applied Economics Teaching Resources (AETR) 4 (2022) 101–111. doi:10.22004/ag.econ.
324807.
[19] A. P. Clarke, “Like Flying Blind:” Instructors’ Stories About Teaching Undergraduate Mathematics
During the Coronavirus Pandemic, Ph.D. thesis, Teachers College, Columbia University, 2022.
URL: https://www.proquest.com/openview/72e5fefc3876ca8ab7ae419ece3a84ed/1?pq-origsite=
gscholar&cbl=18750&diss=y.
[20] V. N. Kukharenko, MOOCs: an insider’s perspective on a novel educational method with historical,
organizational, participatory, and evaluative aspects, Educational Dimension 9 (2023) 59–119.
doi:10.31812/ed.610.
[21] M. Yadav, Mining student coding behaviors in a programming MOOC: there are no actionable
learner stereotypes, Educational Technology Quarterly 2023 (2023) 458–480. doi:10.55056/etq.
611.
[22] J. Jue, J. H. Ha, Influence of art therapy students’ art practice on their professional identity and
career commitment, Art Therapy 38 (2021) 13–21. doi:10.1080/07421656.2020.1743609.
[23] Y.-L. Liu, T.-Y. Hsien, Art Therapy, Narrative Inquiry and E-Learning Aesthetic Approach, in:
Annual International Conference on Education & e-Learning (EeL 2021), Global Science and
Technology Forum, 2011, pp. 120–125. URL: https://www.researchgate.net/publication/269203731.
[24] P. Nechypurenko, S. Semerikov, VlabEmbed - the New Plugin Moodle for the Chemistry Edu-
cation, in: V. Ermolayev, N. Bassiliades, H. Fill, V. Yakovyna, H. C. Mayr, V. S. Kharchenko,
V. S. Peschanenko, M. Shyshkina, M. S. Nikitchenko, A. Spivakovsky (Eds.), Proceedings of
the 13th International Conference on ICT in Education, Research and Industrial Applications.
Integration, Harmonization and Knowledge Transfer, ICTERI 2017, Kyiv, Ukraine, May 15-
18, 2017, volume 1844 of CEUR Workshop Proceedings, CEUR-WS.org, 2017, pp. 319–326. URL:
https://ceur-ws.org/Vol-1844/10000319.pdf.
[25] L. I. Bilousova, O. H. Kolgatin, L. S. Kolgatina, Computer-oriented management of students’
educational activity in informatics practicum, Educational Technology Quarterly 2023 (2023)
256–276. doi:10.55056/etq.628.
[26] A. Yurzhenko, O. Diahyleva, O. Kononova, An overview of Maritime English teaching and its
principles, with a focus on practical applications and best practices online, Educational Dimension
9 (2023) 42–58. doi:10.31812/ed.641.
[27] K. Meziane Cherif, L. Azzouz, A. Bendania, Algerian secondary school students’ preferences
for the use of YouTube in their informal learning, Educational Technology Quarterly (2024).
doi:10.55056/etq.697.
[28] R. Wells, The impact and efficacy of e-counselling in an open distance learning environment: A
mixed method exploratory study, Journal of College Student Psychotherapy 37 (2023) 155–172.
doi:10.1080/87568225.2021.1924098.
[29] I. S. Mintii, Blended learning for teacher training: benefits, challenges, and recommendations,
Educational Dimension 9 (2023) 1–12. doi:10.31812/ed.581.
[30] L. F. Panchenko, The study of Coursera’s data analysis courses, CTE Workshop Proceedings 2
(2014) 111–124. doi:10.55056/cte.195.
[31] L. F. Panchenko, The study of coursera’s data science specialization, CTE Workshop Proceedings
3 (2015) 172–179. doi:10.55056/cte.261.
177