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Final Paper
Introduction: The Application and Utility of Online Environment for Music Education
Eunhee Kim
Boston University
CFA ME740
Last year, I once opened a social group chat for my 12 and 13 years old class to
converse for a class subject discussion and it was welcomed by students. After all, the
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conversation kept going even after finishing the subject talking. In fact, it brought us
the feeling of community. Have you ever used online environment to facilitate or
information and ideas, solve problems and work collaboratively in all learning
and learning pedagogy for education in the twenty-first century has emerged as
in the fast-paced society. In such context, we all need to consider how music
low level of usage in a digital age, but in turn minimal pedagogical change.”
(Mills and Murray 2000; Pitts and Kwami 2002; Hargreaves, Marshall, and North
2003; Ho 2004; Button 2006; Crow 2006; Savage 2005, 2007; Voogt, Knezek,
environment as the answer of the distance learning where students are difficult
who do not know where or how to begin learning are turning to the Internet to
search for initial resources. Some of music instructor might think the use of
online environment lose the practicality of education. Though it is not that all
In this paper, the hybrid models of learning where face-to-face teaching approaches to
online platform demonstrate the significance of applying online environment for music
education, that is, it improves the methodology of music educators to build their musical
communities and promote the efficiency of teaching and learning. To better understand the
situation, we should look over some of researches of combining online and offline platform for
high efficiency of education. Among many online platforms, social media has greatly influenced
learning and teaching experience in the Banjo Hangout community which used social media for
communication. The group exemplified the online model which results in building the
participation of members in offline community. The active online responses of group members
fostered their offline community activities and participations. Through the form of postings,
blogs, YouTube videos, vlogs and fanvid, Banjo Hangout members are mutually stimulated to
pursue their learning process in both online and offline platforms. Online connection also
allows them to have opportunities to share music freely regardless where and which groups
they belong to. Another benefits of online environment is to acquire a wide range of contacts
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and resources. In his research, members of Banjo Hangout are inspired by other members and
their resources and appraisals. Moreover, it ensures the autonomy of individual learning
methods. Online platform, of course, provides easier connections to learners who are difficult
to find a connection in their local areas. This study shows the view of learners and participants
who utilized online platform to join in musical community. Another research identified how
music instructors utilized online environment to their class. O’Flynn (2015) examined a choir
master’s use of Facebook to strengthen the communication in choral group. The study shows
the integration of face-to-face and online activities in a choir and the positive impact of social
media which result in increasing face-to-face conversation. The author asserted that “Internet
affords (rather than determines) new ways of communicating, performing, learning and
teaching amongst pre-existing music groups.”(p.76) According to his research, the use of social
media not only strengthened the bonding of current group members but also maintained social
In addition to that, open learning resources(OLRs) in online platform is one of the factor
to increase the efficiency of teaching and learning in music educational program. Due to the
online platform. Through online platform, teachers can openly share resources as well as
building the sense of belonging without requiring physical presence. O’Byrne et al.(2014)
argued that online open network plays a critical role for teachers to share teaching and learning
materials for students and other peer educators. The process of sharing promotes open
feedbacks to further the credibility and validity of learning materials. As students and educators
create and revise new learning processes and products, they have become to take more active
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roles in their learning. Schmidt-Jones (2012) reported in her survey that a large number of
recipients of open learning resources(OLRs) are students and self-directed learners. The use of
By understanding the utility of social media and OLRs, music instructors would better
facilitate their music class with the help of online platform in the era of social media and new
technology. Though online communication would not substitute for bonds and communication
of offline community, it would help to build community easier and present the new direction
for future education. Online environment would be used more and more in our future
References
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Mills and Murray 2000; Pitts and Kwami 2002; Hargreaves, Marshall, and North 2003;
Ho 2004; Button 2006; Crow 2006; Savage 2005, 2007; Voogt, Knezek, and Somekh
2008).
ACARA 2015b
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O'Byrne, W. I., Roberts, V., LaBonte, R., Graham, L. (2014). Teaching, Learning, and Sharing
O’Flynn, John. (2015). Strengthening Choral Community: The Interaction of face-to-face and
online activities amongst a college choir. International Journal of Community Music, 8(1), 73-
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Waldron, Janice. (2012) YouTube, fanvids, forums, vlogs and blogs: Informal music learning in a
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Crawford R. (2017). Rethinking teaching and learning pedagogy for education in the