AD ALTA
JOURNAL OF INTERDISCIPLINARY RESEARCH
EXPERIENCES AND EXPECTATIONS OF STUDENTS AND TEACHERS IN THE FIELD OF USING
E-LEARNING IN MUSIC EDUCATION
a
LIBOR FRIDMAN,
b
ŠTEFAN PETRÍK,
c
PAVEL MARTINKA
d
MICHAL BRODNIANSKY
Matej Bel University, Faculty of Education, Ružová 13, 974 11
Banská Bystrica, Slovakia
email:
a
libor.fridman@umb.sk,
b
stefan.petrik@umb.sk
c
pavel.martinka@umb.sk,
d
michal.brodniansky@umb.sk
The paper was developed with support under the KEGA project no. 020UMB - 4/2018
Creation of electronic teaching aids for music education in the secondary education.
Abstract: The paper reports a part of the results of a broader research, in which the
evaluation of e-learning by music teachers was examined. As a part of the paper, we
are presenting the research findings on the views of music teachers (n = 238), but also
future music teachers - students (n = 117) on e-learning, perception of the use of
electronic media and their effectiveness in the implementation of music education. The
results of the empirical research confirm the openness of both music education
teachers and students to these innovations in Music education, which are implemented
through the use of e-learning and e-textbooks.
Keywords: e-learning, music education, electronic textbook, music art
1 Introduction
The present is characterized by the entry of electronic media and
electronization into every area of our life. The electronic media
are “modern means of communication and expression built on
electronic technology - television, radio, internet, sometimes
including video, DVD and the latest mobile phone.” (Mistrík,
2013) We use electronic elements in material form and in the
form of user software and various forms of utility and
entertainment applications. In everyday reality, we can observe
the use of these resources throughout all generations, as well as
the age group of all students. The frequent use of electronic
means, regardless of their necessity or importance for the
formation of personality, points to the high potential of using
these technologies in the educational reality. The didactics of
music art thus faces the challenge of implementing these new
means into the educational process as its common part. The
innovations in this direction are one of the tasks of innovative
tendencies of didactics.
1.1 The concept of the e-learning in the USA
The origin of e-learning can be found in the USA, which was at
the forefront of this new trend in the use of electronic means, and
gave rise to several types of e-learning (according to Zlámalová,
2008. p. 128-129):
1.
computer-assisted education (CBT computer-based
training)
2.
providing information, training materials and educational
content through the various forms of the electronic media
(internet, intranet, extranet, CD-ROM, satellite
broadcasting, audio- or videotape, interactive TV)
3.
technology-supported education (technology-based
training)
4.
e-learning understood as a subgroup of distance education -
the principle is the interaction between the student and the
source of information, which is physically stored in a
distant location
5.
e-learning which is understood as the education with the
assistance of the web technologies (web-based training)
6.
e-learning as a tool using network technologies to create,
distribute, administrate and constant update of the
educational materials
Thanks to the rapid development of the informatization, the USA
has a leading world position in this field. This evaluation, which
takes the example of the United States and Canada, summarizes
policies, development plans, and major projects for the
informatization of the education that have recently been
introduced and are being implemented by governments. After a
chronological comparison of all the policies and projects, we
find four important features of the informatization of the
education in the USA and Canada:
1.
constant promotion of the development and transformation
of the informatization infrastructures
2.
focus on the increasing ability of teachers to computer-
based teaching
3.
paying attention to the research of the standards of
education informatization
4.
implementation of the strategies of education
informatization leading to equality
1.2 The concept of the e-learning in the Europe
The use of ICT in education is also explained in details by a
group of international organizations such as the OECD,
UNESCO, the EU and its EURYDICE department, an
information network on education in Europe, set up by the
European Commission and Member States in 1980.
(Brozmanová, 2015). Eurydice has published a publication
Information and Communication Technology in European
Education Systems, stating that the concept of ICT in education
includes computers, a computer network, multimedia and other
technical means. At the same time, we understand ICT as a tool
or a source of education, not as a subject of study. (Eurydice
2001) The European Commission defines e-learning (digital
education) in two levels:
1.
development of the digital competences by pupils /
students and teachers
2.
educational use of the digital technologies to support and
improve teaching, learning and evaluation.
The European Commission's Digital Education Action Plan for
2018 formulates e-learning as "a way to make better use of
innovation and digital technologies in education and training
systems and to support the development of digital competences
needed to live and work in a time of rapid digital change"
(Communication from the Commission to the European
Parliament, the Council, the European Economic and Social
Committee and the Committee of the Regions on the Digita
lEducation Action Plan, COM/2018/22 final).
The United Kingdom is among the countries of the European
Union that support the development of the computer-based
learning at schools, where a five-year government program has
begun in 1997.National Grid for Learning. The following results
are expected there:
all teachers will master and use ICT,
all educational institutions will be connected to the
National Network for Education,
most urban centers will be connected to the National
Education Network,
75% of all teachers and 50% of all pupils and students will
have their e-mail
mailbox,
all school graduates will be competent and able to use ICT,
communication between schools and school authorities
will be exclusively electronic.
Finland connected all schools and public libraries to the Internet
by the end of 2000, the French government adopted a three-year
plan to introduce ICT in schools in 1997. (Bílek, Semrádová,
2004)
1.3 E-learning in the context of the Slovak cultural
environment
In Slovakia, the creation of the Infovek project has been the first
step toward the succesful use of ICT in the teaching process, and
the most of the work also refers to it. The project was established
in 1999 as a result of the activities of a non-profit organization
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