Investigating Virtual Teaching Experiences: Perspectives of Undergraduate Student Teachers in Singing and Choral Techniques

Nyiko Condry Ngobeni

Abstract


The COVID-19 pandemic has prompted a widespread shift toward virtual learning across various educational domains, significantly impacting music instruction. This qualitative study, conducted at a university in the Eastern Cape Province, delved into the experiences of third-year undergraduate music students enrolled in the "Singing and Choral Techniques" module. Guided by the Technology Acceptance Model (TAM) and Constructivist Learning Theory, the research employed thematic analysis on in-depth interviews with 30 purposefully sampled students, revealing intricate dynamics related to technology, collaboration, student engagement, and motivational factors. Findings not only illuminate the challenges faced by students but also present innovative strategies aimed at elevating the quality of online teaching. Key motivational factors, including effective time management and interactive teaching methods, emerged as crucial elements for fostering meaningful online learning experiences. These insights are paramount for educators and policymakers, shaping the trajectory of online music education. The study emphasised the importance of strategic investments in technology, the creation of collaborative environments, targeted student support, and specialised training for educators. Policymakers can leverage these insights to formulate inclusive policies and initiatives that enhance the quality of virtual music education. Serving as a guiding compass for music education in the digital age, this research not only highlighted hurdles encountered but also unveiled innovative solutions, thus contributing significantly to the evolving landscape of online music education.

https://doi.org/10.26803/ijlter.23.2.9


Keywords


EdTech; Music Education; Vocal Techniques; Online Teaching; Student Attitudes; Engaged Learning

Full Text:

PDF

References


Al-Rahmi, A. M., Shamsuddin, A., Wahab, E., Al-Rahmi, W. M., Alyoussef, I. Y., & Crawford, J. (2022). Social media use in higher education: Building a structural equation model for student satisfaction and performance. Frontiers in Public Health, 10. https://doi.org/10.3389/fpubh.2022.1003007

Alsoufi, A., Alsuyihili, A., Msherghi, A., Elhadi, A., Atiyah, H., Ashini, A., Ashwieb, A., Ghula, M., Ben Hasan, H., Abudabuos, S., & Alameen, H. (2020). Impact of the COVID-19 pandemic on medical education: Medical students’ knowledge, attitudes, and practices regarding electronic learning. PloS one, 15(11). https://doi.org/10.1371/journal.pone.0242905

Anderi, E., Sherman, L., Saymuah, S., Ayers, E., & Kromrei, H.T. (2020). Learning communities engage medical students: A Covid-19 virtual conversation series. Cureus, 12(8), e9593. https://doi.org/10.7759/cureus.9593

Archambault, L., Leary, H., & Rice, K. (2022). Pillars of online pedagogy: A framework for teaching in online learning environments. Educational Psychologist, 57(3), 178–191. https://doi.org/10.1080/00461520.2022.2051513

Aunurrahman, A., Hikmayanti, A., & Yuliana, Y. (2020). Teaching English using a genre pedagogy to Islamic junior high school students. Journal on English as a Foreign Language, 10(1), 1–24. https://doi.org/10.23971/jefl.v10i1.1625

Bauer, W.I. (2020). Music learning today: Digital pedagogy for creating, performing, and responding to music (2nd edn). Oxford Univerity Press. https://doi.org/10.1093/oso/9780197503706.003.0003

Buus, N., & Perron, A. (2020). The quality of quality criteria: Replicating the development of the Consolidated Criteria for Reporting Qualitative Research (COREQ). International Journal of Nursing Studies, 102, 103452. https://doi.org/10.1016/j.ijnurstu.2019.103452

Byun, J., Jeon, H., & Hwang, S. (2020). Study on difference in Coronavirus-19 related anxiety between face-to-face and non-face-to-face classes among university students in South Korea. International Journal of Current Research and Review, 12(16), 145–150. https://doi.org/10.31782/ijcrr.2020.12161

Caliga, M. (2022). Methodological aspects regarding the integrity of the musical-didactic activities during the musical education lesson. Review of Artistic Education, 23(1), 40–46. https://doi.org/10.2478/rae-2022-0005

Çenberci, S., & Tufan, E. (2023). Effect of music education based on Edwin E. Gordon’s theory on children’s developmental music aptitude and social emotional learning Skills. International Journal of Music Education, 0(0). https://doi.org/10.1177/02557614231196973

Chavez, H.D. (2022). Challenges encountered by the students in online learning platforms amidst pandemic. International Journal of English Literature and Social Sciences, 7(2), 275–277. https://doi.org/10.1080/17482631.2021.1950891

Chen, Y. (2020). Optimization of music teaching methods based on multimedia computer-aided technology. Computer-Aided Design and Applications (Vol. 18, pp. 47–57). https://doi.org/10.14733/cadaps.2021.s2.47-57

Coyne, I. (1997). Sampling in qualitative research: Purposeful and theoretical sampling; merging or clear boundaries? Journal of Advanced Nursing, 26(3), 623–630. https://doi.org/10.1046/j.1365-2648.1997.t01-25-00999.x

Crittenden, W. F., Biel, I. K., & Lovely, W. A. (2018). Embracing digitalization: Student learning and new technologies. Journal of Marketing Education, 41(1), 5–14. https://doi.org/10.1177/0273475318820895

Czerniewicz, L., Agherdien, N., Badenhorst, J., Belluigi, D., Chambers, T., Chili, M., & Wissing, G. (2020). A wake-up call: Equity, inequality and Covid-19 emergency remote teaching and learning. Postdigital Science and Education, 2(3), 946–967. https://doi.org/10.1007/s42438-020-00187-4

Daffern, H., Balmer, K., & Brereton, J. (2021). Singing together, yet apart: The experience of UK choir members and facilitators during the Covid-19 pandemic. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.624474

Davis, F. D. (1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly, 13(3), 319. https://doi.org/10.2307/249008

Deliktas Demirci, A., Oruc, M., & Kabukcuoglu, K. (2020). ‘It was difficult, but our struggle to touch lives gave us strength’: The experience of nurses working on COVID?19 wards. Journal of Clinical Nursing, 30(5–6), 732–741. Portico. https://doi.org/10.1111/jocn.15602

Dixson, M. D., Greenwell, M. R., Rogers-Stacy, C., Weister, T., & Lauer, S. (2016). Nonverbal immediacy behaviors and online student engagement: Bringing past instructional research into the present virtual classroom. Communication Education, 66(1), 37–53. https://doi.org/10.1080/03634523.2016.1209222

Dwivedi, Y. K., Hughes, L., Baabdullah, A. M., Ribeiro-Navarrete, S., Giannakis, M., Al-Debei, M. M., Dennehy, D., Metri, B., Buhalis, D., Cheung, C.M.K., Conboy, K., Doyle, R., Dubey, R., Dutot, V., Felix, R., Goyal, D. P., Gustafsson, A., Hinsch, C., Jebabli, I., … Wamba, S.F. (2022). Metaverse beyond the hype: Multidisciplinary perspectives on emerging challenges, opportunities, and agenda for research, practice and policy. International Journal of Information Management, 66, 102542. https://doi.org/10.1016/j.ijinfomgt.2022.102542

Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online learning and emergency remote teaching: Opportunities and challenges in emergency situations. Societies, 10(4), 86. https://doi.org/10.3390/soc10040086

Fortin, J. Y. (2022). Music integration to reduce experiences of foreign language classroom anxiety in early childhood education. In I. Management Association (Ed.), Research anthology on music education in the digital era (pp. 96–114). https://doi.org/10.4018/978-1-6684-5356-8.ch007

Gnambs, T., Scharl, A., & Rohm, T. (2021). Comparing perceptual speed between educational contexts. Psychological Test Adaptation and Development, 2(1), 93–101. https://doi.org/10.1027/2698-1866/a000013

Gheibi, O., Weyns, D., & Quin, F. (2020). Applying machine learning in self-adaptive systems. ACM Transactions on Autonomous and Adaptive Systems, 15(3), 1–37. https://doi.org/10.1145/3469440

Hays, D.G., & Wood, C. (2011). Infusing qualitative traditions in counseling research designs. Journal of Counseling & Development, 89(3), 288–295. https://doi.org/10.1002/j.1556-6678.2011.tb00091.x

Hebebci, M.T., Bertiz, Y., & Alan, S. (2020). Investigation of views of students and teachers on distance education practices during the Coronavirus (COVID-19) pandemic. International Journal of Technology in Education and Science, 4(4), 267–282. https://doi.org/10.46328/ijtes.v4i4.113

Hogue, E. (2023). The complementary relationship between live performances and post-concert streaming for top-performing artists. Applied Economics, 1–10. https://doi.org/10.1080/00036846.2023.2290595

Jaggars, S.S. (2021). Introduction to the special issue on the COVID-19 emergency transition to remote learning. Online Learning, 25(1). https://doi.org/10.24059/olj.v25i1.2692

Jahoor, F., Botha, A., & Herselman, M. (2020). Conceptualizing mobile digital literacy skills for educators. Proceedings of the 6th International Conference on Mobile Learning. https://doi.org/10.33965/ml2020_202004l007

Jung, S., & Vranceanu, R. (2020). Student satisfaction with distance education during the Covid-19 ?rst-wave: A cross-cultural perspective. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.3719003

Kelley, J. (2020). Activating gender: How identity affects students’ perceptions of music activities. Research Studies in Music Education, 43(2), 273–288. https://doi.org/10.1177/1321103x20935200

Kim, E. (2013). Music technology-mediated teaching and learning approach for music education: A case study from an elementary school in South Korea. International Journal of Music Education, 31(4), 413–427. https://doi.org/10.1177/0255761413493369

Kurt, C. (2021). Choral music educator perceptions and modifications in the choral classroom during the 2020–2021 COVID-19 pandemic: A survey [Doctoral dissertation, University of Kansas]. https://mountainscholar.org/bitstreams/0117591a-0062-46dc-83da-7771827a47a4/download

Leko, M.M., Cook, B.G., & Cook, L. (2021). Qualitative methods in special education research. Learning Disabilities Research & Practice, 36(4), 278–286. https://doi.org/10.1111/ldrp.12268

Li, H., & Yu, J. (2019). Learners’ continuance participation intention of collaborative group project in virtual learning environment: An extended TAM perspective. Journal of Data, Information and Management, 2(1), 39–53. https://doi.org/10.1007/s42488-019-00017-8

Li, Y. (2022). Music aesthetic teaching and emotional visualization under emotional teaching theory and deep learning. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.911885

Luft, J.A., Jeong, S., Idsardi, R., & Gardner, G. (2022). Literature reviews, theoretical frameworks, and conceptual frameworks: An introduction for new biology education researchers. CBE—Life Sciences Education, 21(3). https://doi.org/10.1187/cbe.21-05-0134

Mailizar, A., Maulina, S., & Bruce, S. (2020). E-learning implementation barriers questionnaire [dataset]. In PsycTESTS Dataset. American Psychological Association (APA). https://doi.org/10.1037/t80679-000

Mohebi, L., & Meda, L. (2021). Trainee teachers’ perceptions of online teaching during field experience with young children. Early Childhood Education Journal, 49(6), 1189–1198. https://doi.org/10.1007/s10643-021-01235-9

Neale, B. (2020). Researching educational processes through time: The value of qualitative longitudinal methods. In S. Delamont (Ed.), Handbook of qualitative research in education. https://doi.org/10.4337/9781788977159.00018

Ningi, A.I. (2022). Data presentation in qualitative research: The outcomes of the pattern of ideas with the raw data. International Journal of Qualitative Research, 1(3), 196–200. https://doi.org/10.47540/ijqr.v1i3.448

Porter, B., & Grippa, F. (2020). A platform for AI-enabled real-time feedback to promote digital collaboration. Sustainability, 12(24), 10243. https://doi.org/10.3390/su122410243

Qureshi, M.A., Khaskheli, A., Qureshi, J.A., Raza, S.A., & Yousufi, S.Q. (2021). Factors affecting students’ learning performance through collaborative learning and engagement. Interactive Learning Environments, 31(4), 2371–2391. https://doi.org/10.1080/10494820.2021.1884886

Sakata, N. (2022). Learner-centred pedagogy in the Global South. Routledge. https://doi.org/10.4324/9781003213420

Semaeva, O.V., Skuybedina, O.N., & Fedorova, E.L. (2022). Real-virtual platforms for organizing research activities of students of technical universities in the process of teaching technical translation. VI International Conference on Information Technologies in Engineering Education (Inforino). https://doi.org/10.1109/inforino53888.2022.9782981

Smith, B., & Sataloff, R.T. (2013). Choral pedagogy. Plural Publishing.

Toma, A.-M. (2022). Teaching beyond words: Non-verbal cues in foreign language learning. ICERI Proceedings (pp. 8498–8502). https://doi.org/10.21125/iceri.2022.2233

Tsugawa, S. (2022). Bridging the digital divide: Distance music learning among older adult musicians. International Journal of Music Education, 41(1), 52–68. https://doi.org/10.1177/02557614221091888

Tuffahati, N.N., & Nugraha, J. (2021). The effect of perceived usefulness and perceived ease of use on the Google classroom against learning motivation. Jurnal TAM (Technology Acceptance Model), 12(1), 19. https://doi.org/10.56327/jurnaltam.v12i1.1005

Velasquez, S., Bueno, E., Jones, C., & Deil-Amen, R. (2022). Passion, camaraderie, and threat: Sense of belonging for STEM community college students. The University of Arizona. https://doi.org/10.3102/ip.22.1891284

Widiastuti, I.A.M.S., Mukminatien, N., Prayogo, J.A., & Irawati, E. (2020). Dissonances between teachers’ beliefs and practices of formative assessment in EFL classes. International Journal of Instruction, 13(1), 71–84. https://doi.org/10.29333/iji.2020.1315a

Wong, R. (2022). Basic psychological needs satisfaction scale at school (Blended Learning Domain) [dataset]. [Database record]. APA Psych Tests. https://doi.org/10.1037/t86142-000

Yang, J. (2021). Research on the artificial intelligence teaching system model for online teaching of classical music under the support of wireless networks. Wireless Communications and Mobile Computing (Vol. 2021). https://doi.org/10.1155/2021/4298439

Yilmaz, R. (2016). Knowledge sharing behaviors in e-learning community: Exploring the role of academic self-efficacy and sense of community. Computers in Human Behavior, 63, 373–382. https://doi.org/10.1016/j.chb.2016.05.055


Refbacks

  • There are currently no refbacks.


e-ISSN: 1694-2116

p-ISSN: 1694-2493