Skill Learning During an Asynchronous Music E-Learning Module

Abstract

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.