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JOURNAL OF INTERDISCIPLINARY RESEARCH
ET containing exclusively digitized text to a greater extent than
students. The difference in the perception of ET effectiveness
among the respondents is indicated by the achieved average
score (AM = 3.78; 2.46), as well as the median (Me = 4.00;
3.00). A statistically significant difference (p = 0.001) was also
confirmed in the area of perception of the ET containing text
with images and digital graphic elements directly in the text. The
students achieved higher average arithmetic mean and median
scores (AM = 3.49; Me = 4.00) than the music education
teachers (AM = 2.89; Me = 3.00). The electronic textbook as a
complete interactive model of cognition and learning (a
completely different principle as the printed form) is perceived
by both students and teachers of music education as effective.
However, there is a statistically significant difference in their
degree of perception of the effectiveness of the mentioned type
of electronic textbook (p = 0.034). The students in this area
expressed a higher level of perceived effectiveness (AM = 3.97;
Me = 4.00) than the teachers of music education (AM = 3.12;
Me = 3.00).
5 Discussion
ICT has been the subject of global research in the field of
educational effectiveness and innovation since its inception in
the educational process (Crook, 1998; Roussos, 1997; Seddon
and Biasutti, 2009). From the beginning, scientists and teachers
pointed out the possibilities and potential of e-learning in the
field of increasing opportunities in music education (Digolo, AB
& Adang, EA & Katuli, J. 2011, Illés, Pšenáková, Heizlerné-
Bakonyi 2008, Faghil Azadehfar, Kateby 2013, Lecon, Hermann
2020, Freebern 2020 ). The anthology of the research of the
projects on the use of e-learning in music by Eiksund & Angelo
& Knigge (2020) is the result of these efforts. These projects are
broadly focused: teaching instrumental music, composition,
music, sound, conducting an ensemble, technology - network
presence, electronic music (Eiksund & Angelo & Knigge 2020).
The authors bring an exciting view of music education and
disrupt the existing stereotypical view of music and music
production. In terms of these researches, we considered it
important to identify differences in views on e-learning, the use
of e-textbooks in music education and opinions on the
effectiveness of e-textbooks between the music teachers and
students.
In the first research area, we focused on finding differences of
opinion on the e-learning in the teaching of music education
between music education teachers and students. The e-learning is
perceived by music education teachers as a more effective way
of teaching theoretical subjects compared to classical lessons.
Teachers seem to be aware of the need to innovate music
education. The positive impact of the use of ICT for achieving
the educational goals of music education is confirmed by the
research of Baker (2011, 2012), Brozmanová (2013), Vráb
ľová
(2013), Ruokonen and Rusimäki (2016), Freebern (2020). Other
research findings showed that students do not perceive the e-
learning more effective in teaching practical musical (singing,
playing, dancing, ...) activities than a classical lesson. In our
opinion, this is due to the fact that students cannot imagine
teaching practical activities (singing, playing, dancing, ...)
through e-learning, but teachers are also aware of the need for
innovation in this area. In this context, we consider it important
to mention the research of teachers' opinions on e-learning in
comparison with full-time teaching in aesthetically-oriented
subjects, carried out by W. Baker (2012). The analysis of these
data found out that teachers considered e-learning in art
education to be very different from personal teaching, and also
found different perceptions of equal opportunities for students in
this mode, e.g. the online unit has been successful in preparing
students to teach art at schools and in their active involvement
(Baker, 2012). This confirms the unfounded concern of the
research sample of our students. The mentioned contribution by
W. Baker (2012) further highlighted important topics in the
perception of e-learning of teachers in art education. These
provide the researcher with an additional perspective to obtain
data and further contribute to the understanding of more
extensive empirical data on students' experiences in the same
field. These findings are consistent with knowledge about
preschool teachers, the importance of student involvement for
students' success in the educational process (Baker & Pittaway,
2012) and the usefulness of videos in e-learning in art education
(Baker, 2011 and). The perception of the differences between
online and full-time teaching in art education, and in particular
the problems associated with the potential for personal contact
requires further direction in the field of design concepts for
education and course creation, as well as research. The
participation of students in the success that is the result of their
personal potential and preconcepts embodied in student art and
music is a critical task. This success is also a means of bridging
the differences between individuals in the classroom, which
provides interesting starting points for the goals and innovative
design of the training course and research.
From empirical data, we also found out that teachers, unlike
students, do not perceive e-learning as a distracting element of
music education and perceive it more as an aid in better
preparation for teaching. The use of e-learning can not only help
them with preparation but also support the focus on teaching and
it is also confirmed by research into the use of e-learning for
students of e-learning disabilities Williams and Hanson-Baldauf
(2010), who found out that people with mild learning difficulties
can be adept with web technology and music. In dyslexia,
rhythmic exercises are mainly used to understand the musical
content (Heikkila &Knight, 2012) and multimedia content in
IMLO learning and in exercises (R. S. Fadilahwati Abdul
Rahman, Fattawi Mokhtar, Nor AziahAlias, 2012). Doyle and
Arnedillo-Sánchez (2011) explored the possibilities of the
influence of technology and the use of multimedia content on the
formation of personalized social stories of children with autism.
The findings of research has revealed an individualization of
social stories (Drigas, Paraskevi 2016). Musical activities in the
environment of virtual reality contribute to the social and
emotional development as well as to the overall positive impact
on individuals with autism (Lima, Castro, 2012). Based on this,
taking into account our research findings, we consider the
respondents' concerns to be unfounded and attribute them rather
to the fact that they have not yet had relevant experience for the
use of e-learning in music education.
In the second research area, we focused on finding a difference
in opinions on the use of electronic textbooks in teaching music
education. We managed to find out the most significant
differences between music education teachers and students in the
areas of teaching singing, instrumental playing, musical
interpretation, other interpretations of music and the fixation of
music-theoretical competencies. In all the mentioned areas,
teachers, unlike students, has perceived the usability of
electronic textbooks in teaching music education. We think this
may be due to teachers' years of experience in teaching music
education and so being open to the innovation through the use of
ICT. As part of innovation, the use of electronic textbooks in
teaching in the areas of music theory as well as the means of
expression of music, music history, modern popular music,
singing, instrumental play, musical interpretation, other music
interpretation, but also in fixing music-theoretical competencies.
These are the teachers of music education who have the task of
showing how to implement effectively an electronic textbook in
such areas of music education that students cannot imagine on
the basis of research findings. These areas are singing,
instrumental playing, musical interpretation, other interpretation
of music and fixation of music-theoretical competencies. The
research of Inkeri Ruokonen and Heikki Ruismäki (2016), who
investigated the use of e-learning in the field of group music
composition, also confirm that we find justification for the
implementation of electronic books in the mentioned areas of
music education. Their case study on a sample of 16 students
explored the possibilities of creation a new mixed technology e-
learning environment in the field of composition under the
guidance of the present teacher. The biggest benefit of blended
learning is the offer of several opportunities for independent and
constructive education. The result of the research was that the
greatest contribution was recorded by students with previous
music education. The use of information and ICT has increased
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