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JOURNAL OF INTERDISCIPLINARY RESEARCH
students' attitudes towards independent learning about their
musical skills. „Traditional face-to-face based contact and
contentis always precious in music education, bud blended
learning with individual choices and enrichment can make it
more dynamic and effective for a learner. (Ruokonen, Ruismäki,
2016). The effectiveness of this mixed teaching is manifested
especially in creative activities and planned group processes.
This is confirmed by the research of Seddon and Biasutti, who
explored the possibilities of using e-learning in the field of
instrumental piano playing and creating their own 12-bar blues
(Seddon & Biasutti, 2009). When learning the instrumental
game, the effectiveness of Music Informational Retrieval was
verified, within which 3 types of applications were developed
and evaluated: Automatic Music Transcription of Arabian
Woodwinds, MIR to serve Arabian Composition, and „query-by-
playing“ for Musical Libraries (Al-Ghawanmeh, M. T. &
Haddad, R. N. & Al-Ghawanmeth, F. M. 2009). During the
practice of playing the piano, the most effective evaluation came
out blended real-time and time-shifted forms of communication
(Shoemaker & Stam 2010).
In the last research area, we managed to find out that teachers
perceive electronic textbooks, which contain exclusively a text in
its digitized form, as less effective than students. We assume that
teachers, due to the higher level of experience that they have
managed to gain during the years of teaching music education,
perceive electronic textbooks which contain only the text in its
digitized form, therefore to a greater extent as effective because
they do not have an adequate level of experience with e-learning
textbooks. Because of several years they only worked with the
print textbooks. For this reason, we assume that an electronic
music textbook containing exclusively text in its digitized form
will represent the smallest and perhaps most acceptable change
for teachers to be compared to print versions of music education
textbooks. This assumption is also confirmed by Hebert (2007,
In Kamla-Raj, 2015) who states that music education is one of
the disciplines that has not yet adapted to online learning. Much
of the research, therefore, deals with the effectiveness of e-
learning compared to face-to-face teaching (Hartley, 2007,
Anvarovna Zaripova, 2018). On the contrary, students perceive
electronic textbooks containing exclusively text as less effective,
which in our opinion indicates that they expect a higher degree
of innovation and change from the process of using electronic
textbooks in music education. This is confirmed by other
research results. In electronic textbooks containing text with
images and digital elements directly in the text, we were able to
find that students expressed a higher level of perception of
effectiveness than teachers. In our opinion, this may be due to
the fact that current students spend a significant amount of their
free time on mobile phones, on which they use applications and
social networks using pictorial elements in texts as a method of
making the virtual environment more attractive. This experience
may be required by students also in the educational process,
when teaching music education through the electronic textbooks
containing text with images and digital graphics, this condition is
the attractiveness of the text, respectively. curriculum fulfilled.
However, the readiness of students to work with similar
electronic textbooks remains a question. In this context, Kamla-
Raj (2015) addressed the preconceptions of future teachers in the
field of ICT use and their readiness. He found out that the level
of students' self-effectiveness in working on a PC is low, but he
found higher values in working with mobile technologies. In the
field of ICT literacy of students, Brozmanová (2013) also found
out an insufficient level of ICT competencies. However, the
motivations for these activities are very high, which increases
the assumption of progress both within ICT competencies and
the assumption of effective use of electronic textbooks in the
teaching of music education. Students also perceive a higher
degree of efficiency in electronic textbooks, which are conceived
as a complete interactive model of cognition and learning (a
completely different principle than the printed form). We
hypothesize that this may be due to the fact that current students
are used to implementing digital technologies into their daily
lives. It is possible that they also perceive the implementation of
digital technologies in music education positively, but in order to
be perceived as effective, based on research findings it is
necessary that electronic textbooks of music education will use
digital images and will be interactive and completely different
from classically designed print textbooks.
Based on the research of teachers - ICT users in music
education, Brozmanová (2013) divided into a group of
enthusiasts, pragmatists and skeptics, which partially correspond
to the typology of EM Rogers: Innovators - enthusiasts, adopters
-
visionaries, Pragmatists, Conservatives, Skeptics (In: Brdlička,
2006 ). In connection with the mentioned division and the results
of our findings, we can state that it is always up to music
education teacher and how they decide to follow the path of
innovator - enthusiast, adopter - visionary, or within the
innovation of music education also using e-learning and
electronic textbooks will remain a skeptic.
6 Conclusion
The empirical findings can serve as a starting point for a further
research in e-learning in the field of music education. Based on
the research results, we can state that the implementation of ICT
and especially electronic textbooks has its sense, justification
and, mainly its future, according to the researched sample of
music education teachers and students, future music education
teachers. Our research findings can be used as a starting point in
further efforts to develop e-learning in the field of music
education, even in the context of the current epidemiological
situation associated with COVID-19.
In general, it can be stated that the research findings call for
music education teachers, whether in primary, secondary or
higher education, but also for future music education teachers,
who will use the innovations in music education more
frequently, which will provide ICT mainly in the form of
implementation the e-learning and also with the help of the use
of the electronic textbooks.
7 Limits
As part of the collection of empirical data, we were unable to
reach a representative sample of teachers and students from all
regions of the Slovak Republic. It would be ideal to increase the
number of the research sample, both in the case of music
teachers and in the case of students. Nevertheless, it should be
noted that only teachers who teach music in their educational
activities are represented in the research sample of teachers.
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