Toward a Blended Learning Model of Teaching Guitar as Part of Primary Teacher Training Curriculum

Tuisku, Vesa; Ruókonen, Inkeri

doi:10.15405/ejsbs.222

Cited by 8 publications

(9 citation statements)

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“…In the 21 st Century, 4IR created the Internet of Things which is the widespread use of internet connectivity for learning (Mohammed & Al-Karaki, 2007;Fleisch, 2010;Prensky, 2011;Dogruera, Eyyamb & Menevisab, 2011;Galadze, 2015;Abbasy & Quesada, 2017;McRea, Ellis & Kent, 2018). IoT is part of online learning called multimodal learning (Garner & Oke, 2017;Tuiskua & Ruokonenb, 2017;Lalima & Dangwal, 2017;Brooke, 2017;Wannapiroon, 2014;Epignosis, 2014;Mayes & de Freitas, 2014;Hyder et al, 2007;Da Silva, 2010).…”

Section: Ir and 21 St Century Learning In Indonesiamentioning

confidence: 99%

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2020

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This article is a discussion of the role of the University Counsel (sometimes called the General Counsel) as "adviser, officer, administrator, and agent" in the university setting. The article discusses the nature of the "fiduciary duty" in university governance and describes several of the substantive areas of the law with which the University Counsel must become familiar: faculty employment and tenure discussions; share governance; sponsored research; student rights; and the many issues relating to college athletics.

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Section: Ir and 21 St Century Learning In Indonesiamentioning

confidence: 99%

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2020

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“…The face-to-face lessons have been remarkably diminished and the size of the group of students studying music simultaneously, also piano-studies, has been increasing (see Enbuska, Rimppi, Hietanen, Tuisku, Ruokonen & Ruismäki, 2018;Sepp, Hietanen, Enbuska, Tuisku, Ruokonen, & Ruismäki, 2018). Therefore for several years at the university in question, the music lecturers have developed and investigated various ways to utilize blended learning as a principle when designing their learning environment settings (Enbuska, Hietanen & Tuisku, 2016;Enbuska et al, 2018;Hietanen & Ruismäki, 2017;Hietanen, Ruokonen, Ruismäki & Enbuska, 2016;Tuisku & Ruokonen, 2017). To enable the student teachers to attain the goal of the primary school teacher training, this study examines ways in which the blended learning environment, through the specific application of the Community of Inquiry approach, can contribute to student teachers' music education…”

Section: Purpose Of the Studymentioning

confidence: 99%

The Community of Inquiry as a Framework in Student Teachers’ Music Education

Enbuska¹,

Tuisku²,

Hietanen³

2018

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Music education today seeks to respond to the changing demands of 21st century learners (Portowitz et al. (2014). Today's music educators face a great challenge how best to take advantage of the digital music technology in music education, involving students with different musical backgrounds, with the different readiness of music technology and how digital music technology can be used in different learning environments. Blended learning provides solutions on how to create e-learning environments and how to make them useful for students as well as teachers. The teaching in this project, is based on the idea of community of inquiry (CoI) introduced by Garrison (2017) and the research at hand asks what kind of possibilities will the community of inquiry framework offer in student teachers' music education in the blended learning environment. The data consist of 19 students' written communications with the teacher. The analysis started as data-based, by searching to find out what the data tells us, then continued as theory-guided content analysis. Referring to Dana and Dumez (2015) and using both inductive and, to some extent, deductive approaches, this study's research strategy followed the logic of content analysis. The analysis is completed as theory-guided content analysis (Krippendorff, 2004). The methodological approach is mainly qualitative and constructive, which allows for an open-ended view of the data and even unexpected results (Kasanen et al., 1993). This research reveals that in studying music in the blended learning environment from the perspective of community of inquiry, there are students who are knowledgeable, students who have sight-reading problems, students who notice the progress of one's playing skills, students who do not give up and students who have ability to face challenges.

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“…Recent developments in technology have improved students' possibilities to progress during their autonomous, self-regulated studying periods in music as well as in other contents (see e.g. Asarta & Schmidt, 2017;Enbuska, Hietanen, & Tuisku, 2016;Enbuska, Rimppi, Hietanen, Tuisku, Ruokonen, & Ruismäki, 2018;Klopper & Weir, 2015;Tuisku & Ruokonen, 2017;Zhu, Wing & Yates, 2016). The technological support which has been exploited, for example, by using various e-learning environments, internet, and video-materials, and connected with face-to-face guiding and peer learning characterizes a blended learning environment (Crawford & Jenkins, 2015;Enbuska, Tuisku, & Hietanen, in press, Graham, 2006;Hietanen, Ruokonen, Ruismäki, & Enbuska, 2016;Hietanen & Ruismäki, 2017;Reese, Bicheler & Robinson, 2016;Tuisku & Ruokonen, 2017;Türel, 2016;Zhu, Wing & Yates, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…Asarta & Schmidt, 2017;Enbuska, Hietanen, & Tuisku, 2016;Enbuska, Rimppi, Hietanen, Tuisku, Ruokonen, & Ruismäki, 2018;Klopper & Weir, 2015;Tuisku & Ruokonen, 2017;Zhu, Wing & Yates, 2016). The technological support which has been exploited, for example, by using various e-learning environments, internet, and video-materials, and connected with face-to-face guiding and peer learning characterizes a blended learning environment (Crawford & Jenkins, 2015;Enbuska, Tuisku, & Hietanen, in press, Graham, 2006;Hietanen, Ruokonen, Ruismäki, & Enbuska, 2016;Hietanen & Ruismäki, 2017;Reese, Bicheler & Robinson, 2016;Tuisku & Ruokonen, 2017;Türel, 2016;Zhu, Wing & Yates, 2016). Blended learning environments have been used, developed and examined extensively, for example in Finnish primary school teacher education (Enbuska, Hietanen, & Tuisku, 2016, Enbuska, Rimppi, Hietanen, Tuisku, Ruokonen, & Ruismäki, 2018Hietanen, Ruokonen, Ruismäki, & Enbuska, 2016;Tuisku & Ruokonen, 2017), and is the context in the present study, too.…”

Section: Introductionmentioning

confidence: 99%

“…The technological support which has been exploited, for example, by using various e-learning environments, internet, and video-materials, and connected with face-to-face guiding and peer learning characterizes a blended learning environment (Crawford & Jenkins, 2015;Enbuska, Tuisku, & Hietanen, in press, Graham, 2006;Hietanen, Ruokonen, Ruismäki, & Enbuska, 2016;Hietanen & Ruismäki, 2017;Reese, Bicheler & Robinson, 2016;Tuisku & Ruokonen, 2017;Türel, 2016;Zhu, Wing & Yates, 2016). Blended learning environments have been used, developed and examined extensively, for example in Finnish primary school teacher education (Enbuska, Hietanen, & Tuisku, 2016, Enbuska, Rimppi, Hietanen, Tuisku, Ruokonen, & Ruismäki, 2018Hietanen, Ruokonen, Ruismäki, & Enbuska, 2016;Tuisku & Ruokonen, 2017), and is the context in the present study, too. However, considering the many primary school student teachers' obvious lack of musical knowledge and skills found in previous studies (Anttila, 2010;Hallam, Burnard, Robertson, Saleh, Davies, Rogers, & Kokatsaki, 2009;Holden & Button, 2006;Thorn & Brasche, 2015;de Vries, 2013) and diversity in various students' capabilities to benefit from self-regulated learning (Zhu, Wing & Yates, 2016), it seems necessary to identify the essential elements in primary school student teachers' compulsory piano studies which require face-to-face guidance.…”

Section: Introductionmentioning

confidence: 99%

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Student Teachers’ Needs in Blended Piano Studies for Clinic Style Face-to-face Guidance

Hietanen

Enbuska

Tuisku

et al. 2018

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In recent years, technological development has remarkably widened possibilities for students' autonomous learning. This paper reports the findings of a study based on primary school student teachers' piano studies as a part of their compulsory music studies in one Finnish university. The student teachers' piano studies at the university in question, are organized using blended learning possibilities, which enable the students to study autonomously online, but which allows for some individual face-to-face guiding as well. During the academic year 2016-2017, one part of the face-to-face support was offered as a 'clinic' by one of the authors who was also the lecturer for groups of about 10 students. These same students studied piano every other week with another author/lecturer who used the community of inquiry as a framework (Enbuska, Tuisku & Hietanen, 2018, in print) to organize the learning for the students. The clinic was conducted in the lecturer's office for the students who were studying piano playing in small training rooms and who wanted to ask some special questions to clarify their own needs. In present study, the students were asked if they had utilized the clinic and if they found it beneficial besides the other blended learning opportunities. The findings revealed that students found it important to discuss piano playing in the clinic with the lecturer. However, many students wanted the lecturer to come and meet the students and answer their questions while they were training in small groups in the training rooms. The students' disclosed needs about the content focused on clarifying the music concepts at the beginning of the studies, and clearer connections with the online studying possibilities as well as with pedagogical applications for them as future teachers.

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Toward a Blended Learning Model of Teaching Guitar as Part of Primary Teacher Training Curriculum

Cited by 8 publications

References 20 publications

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The Community of Inquiry as a Framework in Student Teachers’ Music Education

Student Teachers’ Needs in Blended Piano Studies for Clinic Style Face-to-face Guidance

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