Affiliation:
1. TC MİLLİ EĞİTİM BAKANLIĞI SAMSUN
2. Atatürk Üniversitesi
Abstract
This study, carried out during COVID-19, aimed at evaluating the effects of music lesson activities prepared with blended learning and the ASSURE instructional design model on both students and music teachers. 10th grade students (n=30) in a public school participated in the study. An action research design was prepared with a combination of learning at stations method, mobile games (Rhythm Cat, NoteWorks) and Web 2.0 tools (Thinglink, Plickers, Kahoot). “Teacher diary” and “semi-structured interview protocol” were used as data collection tools. The data were analyzed by content analysis with Maxqda software. Interrater reliability of the two experts asked to code the qualitative data was calculated to increase the reliability of the study. Following the implementation, the findings showed that the students’ independent learning, motivation, collaboration, making learning fun, interaction, communication, competition, socialization and productivity improved intensively. It was understood that the emerged negativities were not related to the teaching tools used in the action research procedure but were generally related to the negative learning conditions due to the pandemic. The most notable negative aspects were difficulty in technological competence, difficulties in self-regulation, temporary anxiety, digital access and some short-term technological malfunctions. The study concludes with several recommendations and highlights the points that need further attention in such innovative research.
Publisher
International Journal of Assessment Tools in Education
Reference111 articles.
1. Adam, T.B., & Metljak, M. (2022). Experiences in distance education and practical use of ICT during the COVID-19 epidemic of Slovenian primary school music teachers with different professional experiences. Social Sciences & Humanities Open, 5(1), 100246.
https://doi.org/10.1016/j.ssaho.2021.100246
2. Adileh, M. (2012). Teaching music as a University Elective Course through e-learning. Australian Journal of Music Education, 1, 71-79.
3. Aguirre, A., Salazar, C., Lema, A., & Martin, C. (2019). Use of affordable hardware and free web based tools for Control Systems laboratory experiments. IFAC-PapersOnLine, 52(9), 74-78. https://doi.org/10.1016/j.ifacol.2019.08.127
4. Alacapınar, G.F.G. (2009). İstasyon tekniği ile ders işlemeye yönelik öğrenci görüşleri [Students’ views on studying lessons with station Technique]. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 9(1), 137-147.
5. Alammary, A., Sheard, J., & Carbone, A. (2014). Blended learning in higher education: Three different design approaches. Australasian Journal of Educational Technology, 30(4), 440-454.