Prior studies of music technology in face-to-face settings and one e-learning composition study inform but do not settle the effectiveness of blended music instruction¶

Claim · All claims
Evidence · 1 study · causal r1 · q1
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The literature review reports that prior music technology studies occurred in face-to-face environments and that changes to music education quality with IT had not been evaluated before this study. → Adileh 2012

Evidence¶

Adileh 2012¶

Adileh, M. (2012). Teaching music as a university elective course through e-learning. Australian Journal of Music Education, 2012(1), 71-79. https://eric.ed.gov/?id=EJ1000246

q1 · i? · causal · r1

Narrative literature review (type e) covering Jennings (2005), Reynolds (2005), Gall & Breeze (2005), and Seddon (2007). The review notes Seddon's e-learning composition study confirmed collaborative composition was technically possible and that adolescent participants described the experience as 'fun', 'interesting', 'enjoyable' and 'exciting'.

"These prior studies in the music domain examined the use of music technology but were conducted in face-to-face environments."

Discussion¶

Related Claims¶

• Learning happens across formal, non-formal and informal settings, face-to-face and online — related
• Blended instruction produced more positive attitudes toward music learning than face-to-face instruction — related
• Blended instruction produced higher course achievement than face-to-face instruction in a university elective music course — related
• Personalization and differentiated instruction are rare in blended learning designs — related
• Introductory face-to-face meetings are the dominant strategy for stimulating social interaction in blended learning — related