University musical training in a blended-learning context

Abstract

In recent years, the development of Information and Communication Technologies (ICT) has contributed to the generation of a number of interesting initiatives in the field of music education and training in virtual learning environments. However, music education initiatives employing virtual learning environments have replicated and perpetuated the traditional model, resulting in sub-optimal use of ICT and curricular delivery that contributes little to the fostering of autonomous learning. A review of online music education initiatives reveals generalised behaviour that suggests the existence of a little researched field holding great scope for further investigation. This case study reflects how the instructional paradigm applied to education results in a less than optimal use of technical resources and the web, limiting the capacity of students to manage their own learning. This pedagogic paradigm is invoked not so much as a premeditated strategy but as the result of reliance upon traditional practice. Despite the existence of both individual and collective communication channels, teachers default, with preference, to a one-to-one relationship with the student. The resources are in place and teachers with the requisite technological background exist, however, none of these inputs are exploited sufficiently due to the instructional model implemented.