AD ALTA
JOURNAL OF INTERDISCIPLINARY RESEARCH
global scale e.g. Uwe Buermann, M. Salavuo, K. Jenningsa and
others). The research brings mostly positive results in
contradiction with some negatives or indifferent results
(Vrábľová, In Fridman, 2013), which put us ahead of the next
task of finding the causes of failure in the innovated models and
the possibility of eliminating possible shortcomings.
The curriculum as a carrier of information that the student works
with is standardly differentiated into three qualitatively and
quantitatively different forms: basic, key and expanding.
Compared to classic textbooks, the e-learning platform allows us
to organize this material logically without the student or teacher
being distracted by the other content. The organization of the
curriculum must respect the educational goals and their
taxonomic levels. Classical, paper, textbooks contain such a
structured subject matter, but it is limited by a two-dimensional
graphic presentation, which must include all items on the same
surface of the medium. The E-learning allows us to structure the
curriculum according to the requirements of individual
taxonomic levels without the processes and tasks (and especially
the materials needed for this) related to the fulfillment of higher
taxonomic levels to draw our attention to the problem just
solved.
However, what we must emphasize in the creation of electronic
textbooks is the active nature of the process of music education,
which is its essence. Music education cannot be limited to the
passive reception of information from a graphically attractive
visual media platform. So far, we have commented mainly on
the arrangement of content recorded graphically (written text,
sheet music) or auditory (audiovisual) in the case of musical
samples or entire compositions.
While adhering to the principle of activity, the creation of
electronic learning material raises a fundamental question of the
overall concept of the final product. Based on the didactic
concept of L. Fridman (2013), we present three types of
information on the music educational process:
1.
musical information (primarily, dominant in the music-
educational process, their essence is music in its sound
form)
2.
music-related information (information with a direct link to
music - a specific work / phenomenon. In particular, it is
didactically processed musicological information defined
in the contents of music theory, history, aesthetics, etc.)
3.
non-musical information (information of a motivational
nature with a historical and general-Educational context)
(according to Fridman, L. 2013, s. 7)
For the needs of music education, it is necessary to select content
so that it is primarily focused on music (musical information) as
a phenomenon and not on information about music, or just
related to music. „Music as a subject of cognition and education
contains elements that can be analyzed and defined objectively
on the basis of artistic-scientific and aesthetic-professional
criteria.“ (Fridman, 2013, p. 7) In connection with this, it is
necessary to select the content to be functional in fulfilling
educational goals.
3 Research methodology
The frequent use of the electronic means in the field of education
sets a great challenge to the didactics of music art in the
implementation of new means into the educational process.
Adequate use of the innovations and their relevant
implementation in the teaching of music education, e.g. in the
form of electronic textbooks is highly dependent on current as
well as future teachers of music education. Based on the facts
mentioned above, our goal was to examine the differences of the
opinion between the music education teachers and music
education students (hereinafter referred to as students) on the use
of e-learning and electronic textbooks in music education. Based
on the set goal, we focused on the following research questions
within the implemented research:
Q1: Is there a difference in the perceptions of the e-learning in
music education between music education teachers and students?
Q2: Is there a difference of the opinion between teachers and
students regarding to the use of e-textbooks in teaching music
education?
Q3: Is there a difference in the perception of the effectiveness of
e-textbooks between music education teachers and students?
3.1 Characteristics of research methodology
We were collecting the empirical data from pedagogical staff in
December 2019 to September 2020 throughout our own
questionnaire containing the items focused on perceptions of the
effectiveness of e-textbooks, opinions on the use of e-textbooks
in music education and perceptions of e-learning in music
education. When designing the scales, we used Fridman (2013),
who has categorized e-learning tools within music education.
When respondents perceived the effectiveness of the electronic
textbooks, we used a scale of: 4 - completely effective, 3 -
effective, 2 - inefficient, 1 - completely ineffective. For the
opinions concerning the use of electronic textbooks in teaching
music education, we used a range of: 4 - strongly agree, 3 -
agree, 2 - disagree, 1 - strongly disagree. To determine the
perception of e-learning in music education, we used a scale of:
4 - strongly agree, 3 - agree, 2 - disagree, 1 - strongly disagree.
3.2 Characteristics of the research sample
The research sample consisted of a total of N = 355 respondents,
of which n = 238 teachers of music education and 117 students -
future teachers who complete courses in the field of music
education. When selecting respondents, we used an available
selection, the questionnaire was distributed online. The average
age of the research sample of music teachers was (AM = 34.64),
while the average age of students (AM = 20.36). In the research
group of teachers, the largest group consisted of teachers
working in primary schools (AM). Respondents in terms of the
length of pedagogical practice were mostly in the range of years:
21-23 years (65.1%), 24-26 years (50.4%) 17-20 years of
experience (39.9%). The research sample of students consisted
of 61% of bachelor's degree students and 39% of master's degree
students, 79% of female respondents and 21% of male gender.
4 Results of the empirical findings
In the research, we focused on a finding the difference between
music education teachers and students: in the perception of the
effectiveness of electronic textbooks (ET), in the opinions on the
use of e-textbooks in teaching music education, in the perception
of e-learning in music education. We are presenting the results of
empirical research in T1 to T3.
We are presenting the results of empirical research in Tables T1
to T3. They have used the methods of descriptive and inferential
statistics to process the obtained empirical data. The normality of
the division of the research set and sub-sets was verified using
the Kolmogorov-Smirnov and Shapir-Wilk test (p <0.05). Since
the examined variables have not shown the normality of the
distribution for the file and subfiles, we used the nonparametric
significance test of the Mann-Whitney U test.
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