Originally published in TEACH Magazine, May/June 2025 Issue
By Katerina Stojanovska
Teaching art history in an entirely online environment has brought a new set of challenges and opportunities that I’ve come to embrace with enthusiasm. For me, the core mission remains the same: to make art history an engaging, immersive experience where students don’t just learn about art but connect with it. However, online teaching demands a different approach—one that maximizes the power of technology, makes use of diverse digital tools, and addresses the shifting learning habits of today’s students.
Embracing Technology
In this digital age, technology has transformed the way I teach art history. I no longer rely solely on textbooks or static images of famous artworks. Instead, I use an array of online resources that allow students to explore art in an interactive and visually rich way, which is essential for a subject like art history.
Platforms like Google Arts & Culture are fantastic because they allow students to access high-quality, zoomable images of artworks from museums all over the world. Virtual tours of places like the Louvre or the Uffizi Gallery give students a real sense of space, scale, and atmosphere, which would be hard to convey through a traditional classroom setting.
Moreover, digital tools like Canva or Prezi are great for creating visually dynamic presentations, allowing me to layer in detailed art analyses while encouraging students to interact with the material. But it doesn’t stop there. I’ve integrated other online teaching tools that add an element of fun and creativity to the learning process—particularly gamification, which has been a game changer (pun intended!)
Gamifying the Learning Experience
Gamification has become a key part of my online teaching strategy because it not only makes learning more engaging but also addresses one of the biggest challenges I face with students today: keeping their focus. In the online environment, students often struggle with distractions and short attention spans, and it can be difficult to keep them fully engaged during lengthy discussions or lectures. So, I’ve turned to game-based learning techniques to break up the content and re-engage students throughout the lesson.
For example, I use online memory games where students match images of famous artworks with their titles, dates, or artists. This not only reinforces their knowledge but also adds an element of competition that students love. Additionally, I’ve incorporated association games, where students connect different works of art to broader themes like “power,” “religion,” or “identity.” This prompts them to think critically about the deeper meanings of art and to draw parallels between different movements and time periods. I’ve found that using these types of interactive games not only enhances memory retention but also makes the learning process more enjoyable.
Quiz tools like Kahoot! and Quizlet have become essential in keeping the energy high. By turning assessments into lively quizzes with a point-based system, students stay motivated, and I can see their progress in real-time. These tools also allow me to get instant feedback on what areas might need more focus, helping me adjust my teaching approach on the fly.
Addressing Focus Challenges in the Online Classroom
One of the biggest challenges I face is the wide range of student focus levels. While some students thrive in the self-paced, independent environment of online learning, others struggle to stay focused without the structure of a physical classroom. I’ve noticed that over-focused students can become consumed by the details of the material, often losing sight of the big picture, while under-focused students can drift off completely, distracted by notifications, background noise, or the temptation to multi-task.
To address these challenges, I’ve developed a few strategies that help balance the needs of different students. For those who tend to over-focus, I make sure to create space for reflection. After working through detailed content—whether it’s analyzing the brushstrokes in a Van Gogh painting or dissecting the symbolism in medieval religious art—I encourage students to take a step back and consider the broader implications. I might ask them questions like, “How does this piece reflect the social or political climate of the time?” or “What themes do we still see in today’s art?” These reflective moments help students to see beyond the details and understand the larger context.
For students who struggle with staying focused, I’ve found that breaking the material into smaller, digestible chunks works best. Instead of long lectures or reading assignments, I opt for short, bite-sized video lessons or interactive activities. By keeping each segment of the lesson brief and interactive, I can hold their attention more effectively. Tools like Edpuzzle allow me to embed questions directly into video lessons, so students stay actively engaged as they watch. I’ve also learned to alternate between different types of activities—reading, videos, discussions, and games—so that the lesson stays dynamic and the students’ attention doesn’t wane.
Using Technology to Solve Engagement Problems
Another challenge that often arises in online art history teaching is the lack of face-to-face interaction, which can sometimes lead to a feeling of disconnect between the students and the material. To combat this, I’ve fully embraced tools like Padlet and Riotouch for collaboration. These platforms allow students to contribute to a shared virtual board where they can post images, comments, and ideas in response to prompts or discussions. This not only fosters a sense of community but also allows students to learn from one another and see different perspectives.
Zoom breakout rooms are another tool I use to encourage deeper engagement. I can group students together to discuss specific topics or artworks and then bring them back to the main session to share their insights. These discussions mimic the small-group activities I would use in an in-person class, allowing students to engage in more meaningful conversations.
When it comes to assessments, I’ve moved beyond traditional essays or multiple-choice tests. Instead, I ask students to create their own mini-projects or digital exhibitions, where they curate a selection of artworks around a particular theme or idea. Using platforms like Google Slides or even creating blogs, they become the curators of their own online gallery. This hands-on approach not only makes learning more personal but also helps students develop important digital literacy skills.
Balancing the Use of Diverse Online Tools
While technology has opened up many possibilities, it’s important to strike a balance. Too many tools or platforms can overwhelm students, especially those who may not be as tech-savvy. I try to introduce tools gradually, ensuring that students are comfortable with each one before moving on to the next. I also make sure that every tool I use serves a clear educational purpose, whether it’s enhancing engagement, improving retention, or facilitating collaboration.
Moreover, I prioritize student feedback to continually improve my online teaching approach. Every few weeks, I ask my students which tools they’ve found most helpful and what they feel is working or not working in the online environment. This open dialogue allows me to make adjustments and ensure that I’m meeting their learning needs.
Teaching art history online has been an exciting journey for me as I’ve learned to embrace technology and harness its power to create a more engaging, interactive, and inclusive learning experience. By using a variety of digital tools—from gamification to collaborative platforms—I’ve been able to address the challenges of student focus and engagement.
Although teaching in an online environment comes with its unique set of challenges, it has also pushed me to become a more innovative and flexible educator. Ultimately, my goal is to make art history not just a subject to be studied but a visual journey that my students can experience and enjoy, regardless of where they are in the world.
Katerina Stojanovska is a passionate educator based in Skopje, North Macedonia, with expertise in a wide range of humanities subjects, including Art History, World Geography, History, and Social Sciences. As a global teacher, she inspires students from around the world to think critically, creatively, and collaboratively across various disciplines.
