Playing Together

2018 ◽  
pp. 183-201
Author(s):  
Jennifer V. Lock ◽  
Carol Johnson
Keyword(s):  
Online Learning ◽  
Music Education ◽  
Learning Outcomes ◽  
Social Constructivism ◽  
Meaning Making ◽  
Digital Technologies ◽  
Careful Consideration ◽  
Future Research ◽  
Online Environment ◽  
Online Music

Music education, like many disciplines, is transitioning to the online environment, which impacts the learning landscape. This transition, along with a mindshift by instructors, requires careful consideration of the theoretical underpinnings needed to inform the design, facilitation and assessment to create conditions where students are actively engaged in learning and meaning making. The affordance of digital technologies (e.g., synchronous and asynchronous, multimedia) provides a means for creating and articulating knowledge. This chapter discusses online learning and explores the nature of constructivist and social-constructivist theories and how they can be applied in the design, facilitation, and assessment of online music education. Examples of constructivist learning in online music courses are shared for the purpose of examining how technology can be used to support the learning outcomes grounded on social constructivism. The chapter concludes with directions for future research and implications for practice.

Exploring hip hop music education through online instructional beat production videos

2019 ◽  
Vol 12 (3) ◽  
pp. 247-260 ◽  
Author(s):  
Adam J. Kruse ◽  
Stuart Chapman Hill
Keyword(s):  
Music Education ◽  
Hip Hop ◽  
Future Research ◽  
Important Distinction ◽  
Production Practice ◽  
Vernacular Music ◽  
Instructional Characteristics ◽  
Online Music ◽  
Musical Practices ◽  
Music Research

This study explores online instructional beat production videos as a way to inform hip hop and popular music education and diversify scholarship in online music learning. The authors conducted a content analysis of YouTube videos, considering the instructional characteristics and content of these videos and the musical technologies employed within them. Findings highlight the importance of YouTube as a repository of hip hop beat production instructional material. Videos focused on composition of new beats, rather than re-creation of existing material, underlining an important distinction between hip hop musical practices and the ‘listen and copy’ approach identified in other vernacular music research ‐ and a distinction between these videos and others studied in extant music education scholarship that focuses on YouTube. The videos showcased varied technologies, some of which (e.g., FL Studio) seem especially well aligned with beat production practice. The article concludes with considerations for music educators and for future research.

Upload, Download, Overload!

2013 ◽  
pp. 71-102
Author(s):  
Lena Paulo Kushnir ◽  
Kenneth Berry
Keyword(s):  
Online Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Environments ◽  
Negative Impact ◽  
Student Learning Outcomes ◽  
Online Environment ◽  
Design Strategies ◽  
Online Learning Environments ◽  
Online Environments

Students often complain of overload in online learning environments. Discussions here consider online design and organization factors that might contribute to students’ reports of overload. This study explored predictions that 1) students’ past online experience, 2) the organization of online environments and relevance of online material with which students work, and 3) the level of task difficulty impact (a) student learning outcomes, (b) students’ reports of overload, and (c) students’ perceptions of having enough time to complete assigned course work. A total of 346 participants were tested in two experiments that manipulated the organization of the online environment and the material that students had to learn. Experiment 1 tested how the organization of the online environment impacted learning outcomes. Findings suggested that online environments that are overly busy and that contain irrelevant information (i.e., stimulus-rich or “stimulus-noisy” online environments) had a negative impact on experienced, savvy online learners, but no impact on students less experienced with online learning environments. Surprisingly, results here suggest that overload affected only experienced students. Experiment 2 tested how the organization of the online material (that students had to learn) impacted learning outcomes. Findings suggested that online learning environments that used hypertext to organize material had a negative impact on student learning outcomes, misconceptions of information, and perceived overload. This chapter examines literature that considers design and organization factors that can impact online learning, and considers design strategies for online teaching environments and strategies for avoiding factors that can leave students feeling overloaded.

scholarly journals Students' Attitudes Toward Online Music Education During the COVID 19 Lockdown

2021 ◽  
Vol 12 ◽  
Author(s):  
Mǎdǎlina Dana Rucsanda ◽  
Alexandra Belibou ◽  
Ana-Maria Cazan
Keyword(s):  
Online Education ◽  
Music Education ◽  
Teaching And Learning ◽  
Future Research ◽  
Learning Methods ◽  
Learning And Teaching ◽  
Perceived Utility ◽  
Online Music ◽  
E Learning ◽  
Students Attitudes

Given the current pandemic context generated by COVID 19, important changes in the way specific subjects to music education are taught emerged, affecting not only the particularities of learning and teaching in individual courses, but also the other courses regarding group learning or theoretical subjects. In this time, emergency remote teaching and learning requires cross-collaboration between instructional, content, and technological teams. Our research examines the students' attitudes toward online education, also presenting proposals for optimization and efficiency. The research was undertaken after an experience of a University semester in a lockdown context, and it aimed at undergraduate and master's degree students from music faculties in Romania. An important result was the mediating role of perceived utility of e-learning methods, perceived utility mediated the associations between compatibility of online methods and satisfaction toward the use of e-learning methods. The perceived compatibility of e-Learning methods with online music education led to a higher perceived utility which, in turn, predicted a higher satisfaction toward e-Learning Although this period accentuated the fear of interaction with others, the anxiety related to the unknown, the intolerance of uncertainty did not predict the satisfaction toward the use of e-learning platforms. In conclusion, more educational initiatives are needed to promote remote teaching methods in music education. In the absence of similar research in our country, we considered that future research on this topic is needed.

scholarly journals Culturally responsive and meaningful music education: Multimodality, meaning-making, and communication in diverse learning contexts

2021 ◽  
pp. 1321103X2110093
Author(s):  
Georgina Barton ◽  
Stewart Riddle
Keyword(s):  
Music Education ◽  
Instrumental Music ◽  
Meaning Making ◽  
Music Learning ◽  
Cultural Contexts ◽  
Learning And Teaching ◽  
Learning Contexts ◽  
Diverse Learning ◽  
Musical Modes ◽  
Online Music

Music is learned and taught in multiple ways dependent on the socio-cultural contexts in which learning occurs. The processes employed by music teachers have been extensively explored by music educators and ethnomusicologists in a range of contexts, although there has been limited research into which modes are most predominantly used in different socio-cultural contexts. Further, it is unknown how students make meaning in these different contexts. This article presents three distinct music learning and teaching contexts—Carnatic music, instrumental music in Australian schools, and online music learning. Using a socio-cultural semiotic tool to identify musical modes, this article examines the ensembles of modes used during music learning events and considers how this knowledge may improve the learning and teaching of music for all students, particularly those whose culture and language differs from the majority of the population. It aims to identify how students make meaning in learning contexts through distinct modes of communication. Findings demonstrated that different “ensembles of modes” were used in diverse learning contexts and that these approaches were influenced by socio-cultural contexts. It is important for teachers to understand that varied combinations of modes of communication are possible because students may find learning more meaningful when related to their own personal frames of reference. Without this knowledge, music learning and teaching practices may continue to privilege some modes over others.

Personalizing Educational Development for Online Music Educators

2018 ◽  
pp. 306-319 ◽  
Author(s):  
Jennifer V. Lock
Keyword(s):  
Professional Development ◽  
Music Education ◽  
Educational Development ◽  
Music Educators ◽  
Future Research ◽  
Review Of The Literature ◽  
Online Music ◽  
The Individual

With the growing trend of online music education, how can educational development be more personalized to meet the individual instructor's pedagogical and technological needs? Coaching provides a means to empower online music education instructors to guide their own learning through purposeful and intentional conversations. From a review of the literature, the purpose of this chapter is to examine how and why coaching can be used in fostering robust educational and professional development practices for online music education. Forms of coaching along with elements of a successful coaching program are shared in support of online music education. The chapter concludes with four recommendations to guide coaching practice in support of personalizing learning for instructors and directions for future research.

scholarly journals A Hybrid Model of Experiential Learning within the Social Virtual World of Second Life

2019 ◽  
Vol 12 (2) ◽  
Author(s):  
K. Brant Knutzen
Keyword(s):  
Technology Acceptance ◽  
Learning Outcomes ◽  
Virtual Worlds ◽  
Social Constructivism ◽  
Virtual World ◽  
Structural Equation ◽  
Learning Experience ◽  
Equation Modeling ◽  
Future Research ◽  
Virtual Identity

This study examined how multi-user virtual worlds can enhance learning, by extending and refining a prior VR-based model to include two new constructs: virtual identity, and social constructivism. The fit of the model was analyzed using structural equation modeling (SEM), and the results supported both the extension and the hypothesized refined model. Findings: VR features were found to indirectly impact on the learning outcomes, mediated by the perception of usability and the learning experience. The learning experience was measured by seven individual psychological factors: presence, virtual identity, motivation, cognitive benefits, agentic learning, social constructivism, and reflective thinking. These factors mediated the learning outcomes, measured by the perception of learning effectiveness and satisfaction, and may have a range of implications for the instructional design of learning activities using the virtual world. This research blends a technology acceptance model with the technology-mediated learning perspective to advance the development of a hybrid theoretical framework as a basis for future research into enhanced learning within a social virtual world.

Teachers' Initial Training in Online Working With Students

2018 ◽  
pp. 265-286
Author(s):  
Adriana Nicu
Keyword(s):  
Online Learning ◽  
Social Development ◽  
New Technologies ◽  
Digital Technologies ◽  
Online Environment ◽  
Initial Training ◽  
Regional Economic ◽  
Teaching Career ◽  
Knowledge And Skills ◽  
The World

In order to train future teachers, it is necessary for their trainers to master ICT knowledge and skills and to be convinced that the online environment is a chance for intellectual and social development. Students are influenced in their future teaching career by the way they are trained in digital technologies. Most studies about online learning come from teachers and express their position. Initiating teachers in Romania to integrate ICT into teaching needs the existing models in the world as guidance, keeping regional economic, financial, and cultural particularities in mind. This chapter shows the results of a questionnaire administered to a sample of Romanian students representing their views on the use of ICT in schools. Interpreting and analyzing the results is just one piece of a puzzle regarding the integration of new technologies into teaching.

Online learning in higher music education: Benefits, challenges and drawbacks of one-to-one videoconference instrumental lessons

2021 ◽  
Vol 13 (2-3) ◽  
pp. 181-197 ◽  
Author(s):  
Ana Martínez Hernández
Keyword(s):  
Online Learning ◽  
Music Education ◽  
Face To Face ◽  
Education Benefits ◽  
Technological Advances ◽  
The World ◽  
Online Music ◽  
One To One ◽  
The Moment ◽  
Lesson Quality

Online music courses are becoming more common in higher education thanks to the always increasing technological advances. Due to the COVID-19 pandemic many universities around the world have been forced to turn to online learning. There are currently several options to deliver online musical tuition, but most of them offer limited results. Online learning provides many advantages related to time and money saving, as well as ecological-related matters, access from remote areas and interaction between students and teachers around the world. However, most often communication will take place using platforms tailored for speech, which will have a significant impact on the lesson quality. Although face-to-face lessons cannot be completely replaced to guarantee quality tuition, online lessons can be a helpful complement in certain situations. This article aims to identify the most common limitations of the platforms available at the moment, suggesting different approaches to lessen the weaknesses of online instrumental one-to-one teaching.

scholarly journals The effects of gender, educational level, and personality on online learning outcomes during the COVID-19 pandemic

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Zhonggen Yu
Keyword(s):  
Online Learning ◽  
Personality Traits ◽  
Learning Outcomes ◽  
Future Research ◽  
Learning Approaches ◽  
Mixed Design ◽  
Face To Face ◽  
Online Discussion Forum ◽  
Face To Face Learning ◽  
Special Time

AbstractWith the rampant pandemic of COVID-19, an increasing number of people are acquiring knowledge through online learning approaches. This study aims to investigate how to improve online learning effectiveness during this special time. Through a mixed design, this study revealed the effect of educational levels, gender, and personality traits on online learning outcomes. It was concluded that postgraduates (N = 599) outperformed undergraduates (N = 553) in online learning, learners (N = 1152) with strong personality traits such as agreeableness, conscientiousness, and openness to a new experience outperformed those with strong extraversion and neuroticism. Future research could improve interpersonal interactions and encourage learners to post words in the online discussion forum, focus on how to design scaffolding online learning and how to improve the quality and dynamic of the online contents, and highlight blended learning rather than either merely online or traditional face-to-face learning.

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