E-Learning in Music: A Case Study of Learning Group Composing in a Blended Learning Environment

Ruókonen, Inkeri; Ruismäki, Heikki

doi:10.1016/j.sbspro.2016.02.039

Cited by 43 publications

(27 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…There are two sides to the equation: Rockway videos provide good support for contact lessons, and conversely, contact lessons provide the terminology necessary for students' knowledge base, consequently rendering the videos more comprehensible. Furthermore, students tended to use multiple e-learning platforms when searching for information regarding their piano playing (see Ruokonen and Ruismäki, 2016). At the core of e-learning development is how these environments change the basis of music study and subsequently allow contact lessons to concentrate on wider musical topics.…”

Section: Discussionmentioning

confidence: 99%

E-learning Environments, Opportunities and Challenges in Teaching and Learning to Play the Piano in Student Teacher Education

Enbuska

Rimppi

Hietanen

et al. 2018

EJSBS

Self Cite

View full text Add to dashboard Cite

Digitalization has become a part of Finnish education from elementary schools to universities. Additionally, students have begun to participate in university administration, thus participating in course development and design. Blended learning has arrived on the education scene, providing solutions on how to create e-learning environments and how to make them useful for students as well as teachers. The purpose of this research is to study the possibilities and challenges of e-learning environments in student teachers' piano courses. What is the position of e-learning environments compared to face-to-face or contact lessons? We want to know where students go to get information about piano playing and how students perceive autonomous learning, guided autonomous learning, and group contact lessons. The data was gathered from a large group lesson, from piano lessons in groups of different sizes, and from students' assignments where they reflected on the relationship between e-learning environments and contact lessons for the development of their piano playing and musicianship. The e-learning environments had good design and content; however, students pointed out that it is important to possess some musical skills in order to fully benefit from these environments. Students need to be instructed on the benefits of and how to use e-learning platforms and blended learning to enhance their knowledge and skills through independent learning.

show abstract

Section: Discussionmentioning

confidence: 99%

E-learning Environments, Opportunities and Challenges in Teaching and Learning to Play the Piano in Student Teacher Education

Enbuska

Rimppi

Hietanen

et al. 2018

EJSBS

Self Cite

View full text Add to dashboard Cite

show abstract

“…Turk et al [68] proposed a case-based blended learning framework, synergistically combining textbook, e-learning cases and a simulated patient course in medical education. Ruokonen and Ruismä ki [69] conducted a qualitative case study of 16 students' experiences of studying group composing in a blended learning environment. There are 9 articles for comparative studies, in which 5 of them are comparisons between blended and face-to-face learning [51], [70]- [73].…”

Section: E Methodologymentioning

confidence: 99%

Review on Blended Learning: Identifying the Key Themes and Categories

Wei¹,

Chang

2017

IJIET

View full text Add to dashboard Cite

Abstract-Blended learning is getting popular nowadays. Even though many studies have been conducted on online learning, studies specifically on blended learning are still scarce. This paper reports on a systematic literature review about blended learning of 103 journal research articles. The purpose of the review is to explore the status of blended learning research, and identify their themes and categories according to their contents. Twelve themes are identified of the articles examined in this paper. Findings showed that these researches mainly belong to six categories: design, strategy, factors, evaluation, methodology and review. Researches in each category are discussed in this paper. Future directions for research are discussed.

show abstract

“…Considering research on music learning environments, it has to be admitted that these issues have been researched only by a few scholars, mainly in connection with music teaching in comprehensive schools, music subject teacher education and latest developments in blended learning (Király, 2012;Bauer, 2014;Kaschub & Smith, 2014;Juntunen, 2014;Läänemets & Rostovtseva, 2015;Ferm-Thorgersen et al, 2016;Ruokonen & Ruismäki, 2016). Music programmes in primary teacher education (in some cases also referred to as class teacher education), especially concerning piano-learning environments definitely require more research (Anttila, 2008;Rauhala, 2015).…”

Section: Problem Statementmentioning

confidence: 99%

University Music Educators Creating Piano-Learning Environments in Finnish Primary School Teacher Education

Sepp¹,

Hietanen²,

Enbuska³

et al. 2019

EJSBS

Self Cite

View full text Add to dashboard Cite

The importance of supportive learning environments has been considered of utmost importance. In Finnish universities where the educational entities are being re-organised, teacher educators have to reconsider and also reorganise the learning environments to sustain the quality of teaching. At the Universities of Helsinki and Lapland, where the primary school student teachers' music programmes are under serious pressure, a large scale research project "Arctic Reformative and Exploratory Teaching Profession" (ArkTop), was launched, aiming to support teachers' lifelong professional development by organizing research based in-service courses, thus, providing possibilities for cooperation and creating networks between universities and comprehensive schools in Lapland through shared expertise, critical reflections and research. Part of this project focuses on different possibilities for developing music, including piano courses in primary school teacher education. In this particular study, the issues of piano-learning environments are examined. The study focuses on mapping the main problems and finding possible solutions in music programmes for creating supportive piano-learning environments in primary school teacher education by analysing topic-specific curricular documents of both universities and the interview data drawn from a number of lecturers. In order to create the best possible learning environments, it is essential to explore how university music educators comprehend the opportunities for designing piano-learning environments.

show abstract

E-Learning in Music: A Case Study of Learning Group Composing in a Blended Learning Environment

Cited by 43 publications

References 7 publications

E-learning Environments, Opportunities and Challenges in Teaching and Learning to Play the Piano in Student Teacher Education

E-learning Environments, Opportunities and Challenges in Teaching and Learning to Play the Piano in Student Teacher Education

Review on Blended Learning: Identifying the Key Themes and Categories

University Music Educators Creating Piano-Learning Environments in Finnish Primary School Teacher Education

Contact Info

Product

Resources

About