Learning music online: An accessible learning programme for isolated students
Learning music online: An accessible learning programme for isolated students Report
- Author(s): Bond, A
- Published: 2003
- Publisher: National Centre for Vocational Education Research
Abstract: This project explored the potential of the internet to teach instrumental music online to students in regional or remote regions of Western Australia. The project was established on the expectation that, at some time in the not-too-distant future, instrumental music tutors located in the metropolitan regions may have in their normal studio practice, a complement of local, face-to-face students alongside a number of regional students learning their instruments online. For this online development to occur, tutor and student alike must be able to access a learning framework which is effective, simple to use and accessible. Through an action learning program which involved a series of online delivery trials to a small group of students located in various parts of Western Australia, this project attempted to achieve a better understanding of how the learning environment for skills normally physically mediated, can be appropriately 'deconstructed' into various constituent parts, and adapted for internet delivery. A website was established which provided students with a series of 14 graded lessons in instrumental performance supported by lesson notes on technique and music theory and a body of associated learning resources. Each musical exercise was accompanied by video and audio demonstrations. Students were able to access the lessons in either an ordered or an unordered sequence. Hyperlinks to various related resource materials were provided throughout the program to encourage non-linear access to knowledge, to enhance repetition and to encourage 're-learning' to occur. The learning model adopted simple and established technology, with ease of access being the primary consideration. The project did not attempt to evaluate the utility and effectiveness of more advanced technologies, as it was felt that this may interfere with the project's primary objectives. While the study was successful in building an adequate learning environment using skills and technology within reach of the average music tutor, overall the study was not able to conclude that, using the selected learning model, the internet is an effective medium for delivering musical instruction to students isolated by distance. There were difficulties both in finding students who wished to learn through this medium and engaging them in an effective program of learning. This study has found that, within the learning framework developed for this pilot study, increasing the distance between the tutor and the learner has a negative effect on quality of performance, level of engagement and development and refinement of skills and knowledge. Despite using different approaches to engage the students, the barrier of distance was not adequately overcome in this study. This was attributed in part to the preparedness of the learner to make most effective use of this medium, but also to limitations in the available knowledge regarding the best methods to effectively motivate and engage students in this form of learning. Suggestions for further exploration of this learning medium arising from the study included: developing new learning pedagogies for engaging instrumental music students in the learning process a longer time trial - students may need more time to adjust to the new medium and the tools it uses establishing local music networks to provide additional infrastructure and support developing strategies to assist students adjust to the discipline required in online learning creating study groups to enable students to feel a greater sense of commitment as well as a sense of being part of a team building a stronger offline learning structure to compensate for the effect of isolation. Although this project was not obviously successful in terms of student outcomes, there is still reasonable optimism for this form of learning. The delivery trials have confirmed that relevant online learning materials can be adequately prepared and delivered to students by the average musician, and that this situation will inevitably improve. The establishment of a suitable learning pedagogy that aligns with the needs, expectations and preferred learning styles of students in this area of study is the main barrier to be overcome.