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Korean preservice music teachers’ perceptions of blended learning in music education course
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Previous studies have examined the effectiveness of blended learning in various learning contexts, including music classes in public schools and music teacher education programs. However, research on the relative importance of both technology-based instruction and traditional classroom environments is lacking. This study examined the experiences of Korean preservice music teachers in a blended learning environment and demonstrated the need for an appropriate time period between online and face-to-face learning, especially for those with little experience in theoretical and practical music education. While a face-to-face classroom was found to be a crucial setting for preservice music teachers to gain various perspectives on class materials with the help of peers, a few found it challenging to explain their understandings to others in a group and express their opinions about specific school scenarios. Finally, formal question time on an online platform that maintains anonymity encouraged preservice music teachers to actively participate in in-class activities, and the combination of theory and practice was perceived as a major strength of blended learning.
Title: Korean preservice music teachers’ perceptions of blended learning in music education course
Description:
Previous studies have examined the effectiveness of blended learning in various learning contexts, including music classes in public schools and music teacher education programs.
However, research on the relative importance of both technology-based instruction and traditional classroom environments is lacking.
This study examined the experiences of Korean preservice music teachers in a blended learning environment and demonstrated the need for an appropriate time period between online and face-to-face learning, especially for those with little experience in theoretical and practical music education.
While a face-to-face classroom was found to be a crucial setting for preservice music teachers to gain various perspectives on class materials with the help of peers, a few found it challenging to explain their understandings to others in a group and express their opinions about specific school scenarios.
Finally, formal question time on an online platform that maintains anonymity encouraged preservice music teachers to actively participate in in-class activities, and the combination of theory and practice was perceived as a major strength of blended learning.
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