Music Education in the Covid-19 Pandemic: Challenges of Distance Learning and Digital Platforms (original) (raw)
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Challenges of Distance Learning during the COVID-19 Pandemic: Case Study Music Schools
International Journal of Humanities Social Science and Management (IJHSSM), 2024
The COVID-19 pandemic has caused a radical change in the global education system, forcing the transition from traditional classroom learning to distance learning. This study examines the main challenges faced by music school students during this period, with a particular focus on technological aspects, motivation, and quality of learning. This study used a quantitative approach to collect and analyze data from music school students. The participants in this study will be the students of the music school "PrenkJakova" from Gjakova and the music school "Lorenc Antoni" from Prizren from the Republic of Kosovo. Where a total of 76 high school music students were selected. Through an online questionnaire developed with Google Forms, data was collected from students to better understand their experiences and the challenges they faced. The results show that one of the biggest obstacles has been the poor internet connection, which has negatively affected the quality of learning. Also, the lack of direct interaction with teachers and peers has resulted in a decrease in student motivation and engagement. Furthermore, learning musical instruments through online platforms has been considered ineffective by most students, highlighting the need for more advanced methods and technologies to maintain the quality of learning. The study also reveals that social isolation and emotional problems have negatively affected the well-being of students, highlighting the importance of psychological support during such periods of crisis. Based on the findings of the study, measures are recommended to improve distance learning, including improving the technological infrastructure, developing interactive learning methods, and providing emotional support to students. This study contributes to the existing literature by providing a detailed analysis of the challenges and experiences of music school students during the COVID-19 pandemic and offers practical recommendations for improving distance learning in the future.
2021
Winneba (UEW), trains students to acquire the skill of playing some Western instruments such as the keyboard, guitar, winds and orchestral strings. Furthermore, students also receive training in playing Ghanaian traditional instruments such as the atenteben and the various traditional drums of the existing ensembles. This practical teaching also include singing, dancing and ensemble making to allow all students perform their instruments in an ensemble. Unexpectedly, training in these instruments and ensembles was despaired by measures to contain the spread of Covid-19 pandemic. While theory courses in music were conducted via platforms such as Moodle, Google Classroom, the University's Virtual Class (VClass) and Zoom, the exploratory case study design was used to seek technological means to conduct practical lessons which almost came to a halt as a result of its face-to-face teaching nature. Reviewing literature on technologies for teaching and Covid-19, the study which was based on Technological Pedagogical Content Knowledge (T-PACK) model unearthed means to conduct practical lessons. Lecturers, instructors, technicians and students of the Department were interviewed to organize their opinions on how to conduct practical lessons amidst Covid-19 restrictions. The study divulged innovative technological means to situate software programmes and applications such as Zoom, Google Classroom, Moodle, Microsoft Meet, Team Viewer, WhatsApp and Facebook for practical lessons.
International journal of research publications, 2022
This study is a transcendental phenomenology that explores the lived experiences of the out-of-field junior high school music teachers in the online teaching of music amidst the COVID-19 pandemic. The outof-field teaching phenomenon simply refers to teaching outside one's qualifications and expertise. Through purposive sampling, nine participants from public junior high schools in Tacloban City, Philippines with outof-field music teachers provided significant responses relative to their lived experience which was then treated with thematic analysis. The results suggest that the success in teaching music online based on the lived experiences of the out-of-field music teachers primarily depends on the issues of teacher qualification, support for adequate resources, and professional development training. Moreover, factors such as internet connectivity and the teacher's competence are directly affecting the students' interest to learn and the teachers' morale towards their profession. Efficiency in teaching music online, on the other hand, as experienced by the out-offield music teachers is attainable with their best practices in online music teaching. Therefore, out-of-field teaching must be alleviated since teaching music online entails a holistic approach to content mastery, support for online teaching, equipment, and training for professional development.
Musical Art Distance Education after Pandemic
Acta educationis generalis, 2023
Introduction: The spread of the coronavirus brought necessary changes in education, including the abrupt transfer from classroom instruction to an exclusively online environment. The teachers and pupils/students adapted to the new conditions, and currently, virtual education elements are being implemented in face-to-face teaching to enhance its efficiency. The aim of our research was to monitor distant education in vocational music school environment, describe main difficulties in vocational music online classes, and identify elements of distance learning that can be implemented in music education after pandemics. Methods: The study utilized a mixed research design. The primary method of collecting data was through questionnaires (2020, 2021 and 2022), and analysing essays written by students from the Faculty of Performing Arts at the Academy of Arts in Banská Bystrica, Slovakia (2020). Results: Student respondents strongly believe that while in theoretically oriented courses, online education can replace face-to-face learning, it is no viable option for practically oriented courses in higher music education. More than half of the students do not support the inclusion of elements of distance education in face-toface teaching. In spite of several challenges, the positive aspects of online education support the implementation of some distance learning elements in faceto-face music education.
Proceedings of ICSES 2020 -- International Conference on Studies in Education and Social Sciences, 2020
In spring 2020, members of the educational community in Greece experienced an unprecedented situation as a general lockdown due to the COVID-19 pandemic led to a two-month closure of schools. During this period, educators of all levels attempted to maintain contact with their students and teach remotely, mainly through synchronous and asynchronous distance-learning technologies, despite their lack of previous experience. The purpose of the present study was to investigate the actions that took place in the 48 Public Music Secondary Schools of the country during these two months. These actions were pertinent to the tutoring of musical instruments which is a basic part of the school curriculum. The participants were 87 instrumental music teachers, who worked in this type of school during the school year 2019-2020 and responded to a relevant questionnaire. Through this study, the researchers aim to record the methodologies followed by these teachers, exploring the benefits as well as the problems that arose during this process and providing suggestions that could contribute to the improvement of distance music education in the future.
International Journal of Technology in Education and Science, 2021
The aim of this research is to determine the pre-service music teachers’ attitudes towards online learning during the COVID-19 pandemic. The study investigated the attitudes of music teacher candidates toward online learning and if they differed by the variables of gender, year of study and academic achievement. The “Online Learning Attitude Scale” was used to collect data for the study. The study was conducted with 164 pre-service music teachers studying at the education faculties of Aksaray University, Çanakkale 18 Mart University, and Necmettin Erbakan University in the 2020-2021 academic year. The independent groups t-test and one-way analysis of variance were used in the data analysis. Results from the study suggested that pre-service music teachers’ attitudes regarding online learning in the COVID-19 pandemic were negative to moderate. In addition, the study indicated that the attitudes of music teacher candidates towards online learning differed by gender, year of study, and ...
International Journal of Interactive Mobile Technologies (iJIM), 2022
During COVID-19 pandemic countries have faced various levels of COVID-19 infection rates, and millions of students are affected by changing the educational process. However, many music Schools have been faced with the challenge of dealing with a situation that necessitates emergency measures to continue the academic course in the midst of lock-downs and social distancing measures. Therefore, it is important to evaluate the effectiveness of online methods of learning and to decide their feasibility and appropriateness for music students. Thus, this research aimed to provide an analysis of Music Students’ Perception towered Music E-learning Education during COVID-19 Pandemic, to study the situation of musicians in COVID-19 and to study music Distance learning knowledge, attitudes and practices and to develop suggestions for solving the problems. A sample of (83) students from the music department in the University of Jordan completed a questionnaire. An online survey distributed The s...
Journal of Qualitative Research in Education, 2021
This study aims to examine distance music education practices in the pandemic period in line with the opinions of pre-school teacher candidates. The study, in which the single case study design, one of the qualitative research approaches, was used, was carried out with 22 preschool teacher candidates studying at the Kafkas University, Turkey. The data were collected through a semi-structured interview form created by the researchers in line with expert opinions. The obtained data were collected under different themes and analyzed with content analysis. The results of the study showed that the acquisitions made by the preschool teacher candidates during distance music education were mainly based on a theoretical foundation. It was found that the greatest practical deficiency occurred in learning a musical instrument.The participants mostly expressed their views on saving time and space as the positive aspects of distance education. On the other hand, negative results were also obtained, such as the inadequacy of mutual communication in the distance education process, the lack of infrastructure in practice, and the limited course time. In future studies, it is recommended to implement synchronized applications, especially for instrument training, by supporting online materials. Keywords: Distance music education, online music education, pre-school music education, covid-19, pandemic
Music Education and the COVID-19 Pandemic: Reflections of Teaching Music Theory Online
Dirasat: Human and Social Sciences, 2023
Objectives: This paper aims to identify the challenges that music theory teachers and students have faced upon the sudden educational shift from traditional face-to-face learning environments to virtual instruction due to the COVID-19 pandemic. The research also investigates the social, cognitive, and learning obstacles that students may have experienced throughout the pandemic. Methods: Using the author's own experience in teaching music theory during the pandemic as a primary resource for the study, in addition to existing literature on pedagogy, music theory education, and E-learning as secondary data, the researcher uses a descriptive approach to achieve the main objectives of the study. Results: The study reveals several interactive, educational, and cognitive-based difficulties that students and teachers have encountered during distance learning. The research highlights the challenges of teaching music theory via online platforms and existing software programs that lack the technical features needed for the effective instruction of this quasi-mathematical, musicallycentered subject. Conclusion: The researcher suggests a number of pedagogical strategies that can assist online music theory instructors during and after the pandemic. The author concludes by recognizing the urgent need for institutional and technological interference to ensure that future online learning endeavors are effective and successful.
Journal of pedagogical research, 2021
COVID-19 pandemic has resulted in an emergency transition to distance education in Turkey as well as other countries in the world; and as in all levels and fields of education, the distance education model has been widely used in undergraduate level music instrument education. This practice has brought certain issues that are required to be addressed to and problems to be solved in instrument education. The main purpose of this study was to determine the perspectives of the instructors regarding the undergraduate instrument lessons conducted with distance education during the pandemic. For this purpose, survey model was adopted with the participation of a total of 201 lecturers. The data was collected using a questionnaire composed of 26 items developed by the researchers. The results revealed that the majority of the instructors had no prior distance education experience, and that those who wanted to employ both synchronous and asynchronous methods together constituted up the majority of the instructors. It was also discovered that the most common issues were connected to internet infrastructure, instrument access, student motivation, and socialization. Furthermore, it is recognized that most of the time, remedies to these issues could not be provided. It was discovered that the majority of instructors thought distance instrument education was a disadvantage. However, when the shift in teachers' perspectives on distance education was evaluated before and after the pandemic, it was reported that positive attitudes toward distance education improved when compared to attitudes prior to the epidemic. Some suggestions were made to increase the quality of distance instrument education.