Opettaja verkko-opetuksen pedagogisena käsikirjoittajana

Rautiainen, Anne Mari; Tapola-Tuohikumpu, Sirpa; Eskola, Päivi; Saurén, Kirsi

doi:10.33336/aik.112756

Cited by 2 publications

(2 citation statements)

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“…E-learning has been studied, for example. In relation to adult pedagogy (Ikävalko & Raiskio, 2019;Immonen & Veinio, 2019;Rautiainen at al., 2021), it has particularly been utilised in blended learning, along with face-to-face teaching (Hubackova & Semradova, 2016;Dziuban et al, 2018). The demand for e-learning increased during the COVID-19 pandemic, creating challenges in organising and implementing university teaching.…”

Section: Introductionmentioning

confidence: 99%

Skill Learning During an Asynchronous Music E-Learning Module

RAUTIAINEN

2023

PMP

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Learning musical skills is often associated with face-to-face teaching. Few studies on musical skill learning through asynchronous e-learning have been conducted; however, the demand for e-learning has increased due to multiform learning and individual education paths, unrestricted by time and place. This demand is the basis of this research. The focus of this study is Finnish classroom teacher students' skill learning, learning processes, and learning experiences, while studying music independently through e-learning. The research method is an intensive case study with six students. Their learning diaries were analysed using a data-driven content analysis. Background factors were musical interest, skill, education, and attitude. During the research, a hypothetical cyclical model of the skill-learning process was created. The assumptions are: Knowledge of music theory improved singing and playing skills. Elearning supported the pedagogical readiness for teaching music. Joy of learning, positive experiences and impacting the learning of oneself reinforced the students' selfesteem, belief in their abilities and excitement for lifelong learning. The knowledge gained can be applied for developing similar study modules, recognising processes guiding skill learning, creating strategies for guiding learning, and for developing methods for skill creating.

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