EjSBS - The European Journal of Social & Behavioural Sciences

The European Journal of Social & Behavioural Sciences

Online ISSN: 2301-2218
European Publisher

Toward a Blended Learning Model of Teaching Guitar as Part of Primary Teacher Training Curriculum

Abstract

This study focused on the challenges that students face during the early state of learning to play the guitar. Based on those challenges, a model of blended learning was developed, which provides a solution to how to organize teaching and answer students’ diverse needs with the aim of encouraging our students to take advantage of blended learning environments and styles. Data were gathered with semi-structured theme interviews. The most critical factors in organizing teaching and designing a blended learning guitar course fell into four categories: Instrument specific challenges, heterogeneous group, learning facilities and course structure, and motivation. The results added depth to knowledge of previous studies on e-learning. Students want to have an instrument in hand when they watch instructional videos online; otherwise, they are just watching videos without learning. This indicates a need to define the concept of autonomous learning more specifically. When and where exactly is it supposed to happen? Results of the relationship between face-to- face lessons and e-learning were in line with earlier research, in which both were seen to support each other.

Keywords: Blended learningmusic educationprimary school teacher educationstudying guitar

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This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.

About this article

Published online: 30.08.2017
Pages: 274-293
Publisher: Future Academy
In: Volume 20, Issue 3
DOI: 10.15405/ejsbs.222
Online ISSN: 2301-2218
Article Type: Original Research
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