Assessing teachers’ perspectives on giving music lessons remotely during the COVID-19 lockdown period

2021 ◽  
pp. 102986492199603
Author(s):  
Michele Biasutti ◽  
Roberta Antonini Philippe ◽  
Andrea Schiavio
Keyword(s):  
Curriculum Design ◽  
Time Management ◽  
Online Teaching ◽  
Music Teachers ◽  
Curriculum Planning ◽  
Inductive Method ◽  
Learning Tools ◽  
Management Skills ◽  
Structured Interviews ◽  
The Usa

The recent COVID-19 health emergency has forced many music teachers to adopt remote teaching methods. The present paper investigates the practices and strategies used by conservatory-level music teachers to give lessons online in different European countries and the USA. Data from an exploratory qualitative study were collected using semi-structured interviews covering aspects such as curriculum design, lesson implementation, evaluation, examination organization, and time management skills. Interviewees offered rich descriptions of their experiences of teaching both music theory and instrumental lessons. Findings were analyzed using an inductive method, giving rise to the following categories: COVID-19 and the music school, technology, curriculum planning, managing instrumental lessons, examinations, strengths, and limitations. Participants discussed their ability to manage technology, and they employed skills such as flexibility, problem solving, and creativity in their curriculum planning and in using a variety of remote learning tools. They revised curricular activities and online teaching strategies and methods were associated with the musical instruments played. They argued that online teaching was very time consuming (e.g., planning activities, preparing materials, and exploring the new possibilities of technical tools) and that it was stressful to have lost a satisfactory work-life balance. They reported becoming more organized in the management of their activities. Internet platforms were found useful for sharing material, communicating, exchanging messages, and keeping records of all the work done. Participants learnt to use video clips systematically for modelling and teaching. They were aware of the strengths and limitations of e-learning, and they called for more institutional support and opportunities for professional development.

scholarly journals Sustainable Curriculum Planning for Artificial Intelligence Education: A Self-Determination Theory Perspective

2020 ◽  
Vol 12 (14) ◽  
pp. 5568 ◽  
Author(s):  
Thomas K.F. Chiu ◽  
Ching-sing Chai
Keyword(s):  
Artificial Intelligence ◽  
Curriculum Design ◽  
Teaching Experience ◽  
Self Determination Theory ◽  
Curriculum Planning ◽  
Self Determination ◽  
Structured Interviews ◽  
Theoretical Frameworks ◽  
Intelligence Education ◽  
K 12

The teaching of artificial intelligence (AI) topics in school curricula is an important global strategic initiative in educating the next generation. As AI technologies are new to K-12 schools, there is a lack of studies that inform schools’ teachers about AI curriculum design. How to prepare and engage teachers, and which approaches are suitable for planning the curriculum for sustainable development, are unclear. Therefore, this case study aimed to explore the views of teachers with and without AI teaching experience on key considerations for the preparation, implementation and continuous refinement of a formal AI curriculum for K-12 schools. It drew on the self-determination theory (SDT) and four basic curriculum planning approaches—content, product, process and praxis—as theoretical frameworks to explain the research problems and findings. We conducted semi-structured interviews with 24 teachers—twelve with and twelve without experience in teaching AI—and used thematic analysis to analyze the interview data. Our findings revealed that genuine curriculum creation should encompass all four forms of curriculum design approach that are coordinated by teachers’ self-determination to be orchestrators of student learning experiences. This study also proposed a curriculum development cycle for teachers and curriculum officers.

scholarly journals THE EXPERIENCE OF A NEWLY IMPLEMENTED ONLINE LEARNING PLATFORM FOR MEDICAL STUDENTS

2021 ◽  
Vol 2 ◽  
pp. 123-133
Author(s):  
Marina Ruxandra Otelea ◽  
Elena Juganaru ◽  
Ana Maria Balan ◽  
Bogdan Viorel Vilceleanu ◽  
Elena Merlusca ◽  
...  
Keyword(s):  
Time Management ◽  
Online Teaching ◽  
Medical Training ◽  
Online Communication ◽  
Learning Tools ◽  
Teacher Student ◽  
Learning Platform ◽  
The Future ◽  
E Learning ◽  
Better Than

INTRODUCTION: In the context of the current public health emergency, an adequate adjustment imposed a transition from a conservative approach to medical education to online teaching and interaction. E-learning also brought advantages to the students, which were assessed in this survey in order to learn how to keep and benefit from them in the future. METHODS: the data was collected through a questionnaire which included general data (gender, year of study) and the self-perceived progress. Specific questions addressed the quality of the teacher-student communication, or the advantages e-learning offered, while the platform's functionalities were analyzed through a five-point scale. RESULTS: Among the 536 respondents, 99.81% mentioned at least one feature used specifically in the online training that would be valuable to retain in the future. Students perceiving progress better than expected had a higher appreciation of the e-learning tools. Gender differences in opinion were only correlated with the standardization of the studying process. While time management was accepted as a main advantage, 25% of the participants considered the overall communication better than before. A major disapproval regarding online communication was encountered in years 3, 4, and 5, while the desire to continue the communication through the existing platform was the highest in the first and last year of study. CONCLUSION: Even in a blended learning process, the digital delivery of medical training needs further improvement and adaptation in order to align with the fast-developing society and its expectations.

Community-based medical education in action: primary care physicians’ perceptions

2017 ◽  
Vol 5 (2) ◽  
pp. 245 ◽  
Author(s):  
Afsaneh Yakhforoshha ◽  
Dr. Sonia Oveisi ◽  
Dr. Ramin Sarchami ◽  
Dr. Behrooze Mahmoodi-Bakhtiari
Keyword(s):  
Medical Education ◽  
Primary Care Physicians ◽  
Medical Curriculum ◽  
Medical Science ◽  
Curriculum Planning ◽  
Inductive Method ◽  
Coding System ◽  
Structured Interviews ◽  
Community Based ◽  
Curriculum Renewal

Introduction and objectives: During the last decade, in response to wide ranging changes in healthcare systems and physicians' roles, the medical curriculum has undergone some modification. To achieve high quality education, 2 strategies are suggested: (1) Community-based medical education and (2) Community-oriented medical education. During the process of curriculum planning, the planners need to identify the potential areas for improvement and to guarantee the quality of instruction. This study aimed to determine the viewpoints of medical graduates from Qazvin University of Medical Science (QUMS), Tehran, on community medicine internship and clerkship programs (CMICP) in order to assist better decision-making by policymakers.Methods: In this qualitative study, the conventional content analysis approach was employed. Data were gathered from 20 primary practitioners of QUMS through individual semi-structured interviews and focus group discussions (FGD) which were continued until data saturation occured. The interviews were transcribed and analyzed immediately after the interviews. To analyze the data, one note was employed and to analyze the qualitative data, inductive method was used. The unit of analysis was selected and labeled using an open coding system. Then, the similar open codes were categorized in subthemes and finally the subthemes were organized into the main themes. Findings: The results of data analysis identified 4 main themes including: planned curriculum, delivered curriculum, hidden curriculum and curriculum evaluation.Conclusion: Many graduates suggest that, in addition to curriculum renewal, curriculum planners should identify mediated factors in CMICP to prepare graduates to practise in healthcare settings.  

scholarly journals Understanding curriculum design in the perceptions and practices of classroom music teachers in the lower secondary school in England

2021 ◽  
pp. 1-12
Author(s):  
Anthony Anderson
Keyword(s):  
Music Education ◽  
Curriculum Design ◽  
Music Teachers ◽  
Continuing Professional Development ◽  
Teacher Planning ◽  
Music Curriculum ◽  
Structured Interviews ◽  
Research Findings ◽  
Key Stage 3 ◽  
Curriculum Practices

Abstract Curriculum design is a domain that infrequently forms a discrete element of initial teacher training, or continuing professional development for music teachers in English secondary schools. Classroom music teachers, teaching Key Stage 3 (KS3) learners (11–14-year olds), are, however, required to design their own curriculum. Teachers are accountable to school leaders for curricula they implement, and the outcomes from their selected approaches. This article discusses classroom music curriculum practices and their significance in music education. The research project was conducted with music teachers from schools in the East and West Midlands of England, utilising questionnaires and semi-structured interviews. Research findings are conceptualised in a model of music curriculum activity. The research thereby facilitates discussion of unacknowledged complexities and tacit teacher planning practices in music curriculum design.

scholarly journals Identification of the Remedial Strategies to Improve Low Academic Achievements of Students at Higher Secondary Level

2020 ◽  
Vol V (II) ◽  
pp. 71-79
Author(s):  
Musarrat Jahan ◽  
Akhtar Ali ◽  
Rabia Bahoo
Keyword(s):  
Time Management ◽  
Evaluation System ◽  
Mother Tongue ◽  
Secondary Level ◽  
Career Counselling ◽  
Management Skills ◽  
Structured Interviews ◽  
Academic Achievements ◽  
Remedial Strategies ◽  
Counselling Center

The present qualitative study was aimed to identify and develop strategies to improve students' low academic achievements at the higher secondary level. For this interviewee, were selected purposively. Individually semi-structured interviews were conducted with thirty interviewees and were audio-recorded. Thematic analysis was applied, and the following themes based on teachers' suggestions were identified: The establishment of the career counselling center, Standardized class size, Enhance academic session, Ban overnight internet package and awareness program, Focus on a mother tongue to clear concepts rather than rote learning, Revisit curriculum and subject combination, Revise evaluation system, Enhance time management skills. This study concluded and proposed a flow chart of remedial strategies to implement. This study is an effort to save the dark future of our future leaders and helpful for policymakers, educationists, psychologists, and principals to practically implement the proposed strategies to overcome this situation.

scholarly journals Engage Engineering Students In Homework: Attribution Of Low Completion And Suggestions For Interventions

2018 ◽  
Vol 9 (1) ◽  
pp. 23-38 ◽  
Author(s):  
Wenshu Li ◽  
Richard M. Bennett ◽  
Taimi Olsen ◽  
Rachel McCord
Keyword(s):  
Attribution Theory ◽  
Time Management ◽  
Engineering Students ◽  
Three Dimensions ◽  
First Year ◽  
Management Skills ◽  
Structured Interviews ◽  
Adjustment Problems ◽  
First Semester ◽  
Homework Completion

Homework is an important out-of-class activity, crucial to student success in engineering courses. However, in a first-semester freshman engineering course, approximately one-fourth of students were completing less than 80% of the homework.  The purpose of this study was to examine students’ attribution of their low completion of homework and suggest corresponding interventions to help students with different attribution types. A qualitative approach was applied using semi-structured interviews for data collection. The interviewees were students who were on track to complete less than 80% of the homework. Students in the study attributed their low rates of completion to multiple factors. We coded and summarized students’ attributions of homework incompletion according to Weiner’s attribution theory and suggested corresponding interventions for students with different attribution types. Results show that most students attributed their failure to complete their homework to external reasons rather than internal reasons. A large portion of student’s attributions for low homework completion was due to poor time management skills.  Some students attributed low homework completion to unstable factors such as illness, transition, or adjustment problems. A small portion attributed low homework completion to uncontrollable reasons, such as sickness and homework difficulty. Students’ reasons for homework incompletion varied across the three dimensions of Weiner’s attribution theory suggesting that a variety of intervention techniques is required.  In addition to use of widely adopted interventions such as first year seminars, tutoring, and tutorial sessions, intervention techniques based on attribution theory may be necessary to employ, to help students avoid negative emotional and behavioral consequences of homework incompletion.

scholarly journals The Effect of Music Listening and Progressive Muscle Relaxation on The Stress Level of Novice Music Teachers during Coronavirus Disease 2019 (Covid-19) in Malaysia

2021 ◽  
Vol 21 (1) ◽  
pp. 91-104
Author(s):  
Yong Peyee ◽  
Cheong Ku Wing ◽  
Poon Chiew Hwa
Keyword(s):  
Stress Level ◽  
Time Management ◽  
Online Teaching ◽  
Music Teachers ◽  
Muscle Relaxation ◽  
Progressive Muscle Relaxation ◽  
Music Listening ◽  
Mixed Method Research ◽  
Qualitative Approaches ◽  
Moderate Stress

The outbreak of Coronavirus Disease 2019 (COVID-19) has contributed stress to many people around the world due to fear and anxiety. Other than health issues, it has threatened the overall economy and influenced a drastic change of lifestyle. The purpose of this quasi-experimental study was to examine the effect of music listening and progressive muscle relaxation (PMR) on the stress level of novice music teachers in Malaysia by using a mixed-method research design, combining quantitative and qualitative approaches. Based on the pre-test questionnaire, a sample of 30 participants was divided equally into high-moderate stress and low-stress groups based on Perceived Stress Scale-10 (PSS-10). The quantitative results revealed a significant decrease in stress scores among the majority of the novice music teachers from high-moderate stress groups and insignificant differences in low-stress groups. The intervention was found to be effective as a stress-reduction therapy and benefits more on participants with higher stress levels. Ten interviewees were selected from the 30 participants to examine their career-stress-related challenges. The qualitative findings were divided into professional and non-professional challenges, included online teaching and learning, time management, financial issues, physiological issues, and emotional issues.  

scholarly journals Academics’ “Why” of Knowledge-Building for the Fourth Industrial Revolution and COVID-19 Era

2020 ◽  
Vol 9 (6) ◽  
pp. 247
Author(s):  
Simon Bhekumuzi Khoza
Keyword(s):  
Educational Technology ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
Knowledge Building ◽  
Data Generation ◽  
Structured Interviews ◽  
Pedagogical Content ◽  
Self Actualization ◽  
The Usa

Online teaching results in knowledge building. Knowledge building is the teaching and learning process that helps academics and students to generate specific personal values used to understand their personal identities. Academics have been forced by COVID-19 lockdowns to go online in teaching their students. The purpose of this study is to explore and understand academics’ knowledge of teaching for knowledge building in two higher-education institutions (HEIs) (RSA and USA) during the COVID-19 era and the 4IR. Reflective activities, focus-group discussions, and semi-structured interviews were used for data generation. Purposive with convenience sampling was used to select the twenty most accessible academics to participate in this study. The findings reveal that this situation compelled the academics to self-actualise on their knowledge-building to address the “why” questions of teaching that help students to understand and address their needs. The self-actualization was framed by “technological pedagogical content knowledge” which produced societal, personal, and professional knowledge building. It was interesting to note that the USA HEI participants were supported by educational technologists, while the RSA HEI participants helped themselves. This was because the RSA HEIs do not have educational technology centres. Consequently, this study recommends a follow-up study that can qualitatively and quantitatively compare the two HEIs. In this way it can be established whether the success of online teaching and learning is influenced by the presence of educational technology centres.

FOSTERING STUDENTS’ EXPERIENCES IN ENGLISH WRITING WITH MICROBLOGGING IN TWITTER

2019 ◽  
Vol 13 (2) ◽  
pp. 113
Author(s):  
Pham Thi Thu Hien
Keyword(s):  
Qualitative Research ◽  
Language Learning ◽  
Research Design ◽  
Research Methodology ◽  
Learning Tools ◽  
Structured Interviews ◽  
English Writing ◽  
Qualitative Research Methodology

Twitter and Microblogging are two separate entities but completes each other. Both of them can be used as language learning tools and their potential has been proved by several scholars. This study tries to examine students’ experiences in integrating microblogging with twitter. It is also study about the beneficial roles of microblogging with Twitter in language learning, its relation to writing, and its appropriateness in language learning. This study employs a qualitative research methodology, and case study as its research design. Semi-structured interviews and questionnaires were employed in this study to find out about participants' views about microblogging and Twitter. From this study, it can be concluded that the participants of the study underwent various experiences during the implementation of microblogging with Twitter. They also felt that microblogging with Twitter at some point advantages them to systematically arrange their ideas, and allows them to choose appropriate diction of their ideas. They also stated that Twitter can be an appropriate means in language learning, especially in English writing<em>.</em>

A Corporate Tax Return Simulation: Utilizing Electronic Work Papers and Resolving Ambiguous Issues

2017 ◽  
Vol 32 (4) ◽  
pp. 61-80 ◽  
Author(s):  
Ellen E. Best ◽  
Jennifer Kahle Schafer
Keyword(s):  
Critical Thinking ◽  
Time Management ◽  
Phase 1 ◽  
Oral Communication ◽  
Learning Approaches ◽  
Missing Information ◽  
Management Skills ◽  
Corporate Tax ◽  
Management Communication ◽  
Two Phases

ABSTRACT Practitioners routinely note that new staff lack documentation skills, communication skills, and strong Excel skills. Further, new staff report critical-thinking, written and oral communication, teamwork, and project management skills deserve greater emphasis in Master of Accountancy programs. The AICPA's (2014) Model Tax Curriculum suggests that active learning approaches be used to enable students to build communication, critical-thinking, and interpersonal skills. This case uses a realistic corporate tax return preparation experience to address these criticisms by focusing on four main areas: time management, communication, research, and technical skills. The case is divided into two phases. In Phase 1, students review client information, generate requests from the client for missing information, keep a log of hours spent on the project, research ambiguous issues, meet with the project “senior” to obtain guidance, and prepare electronic work papers. In Phase 2, students incorporate feedback from the senior's review of their work papers to make corrections, prepare a corporate tax return, and create a client letter. Student feedback about the project is positive.

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