Music teachers’ understanding of blended learning in Korean elementary music classes

ABSTRACT

As information and communication technologies (ICT) have been rapidly developed, the computers and internet are widely used in many fields. The purpose of this study was to examine music teachers’ experiences and perceptions of blended learning in elementary music classes. Using a multiple case study method, I observed four elementary music teachers in different schools located in Seoul, South Korea. The following research questions were addressed: (1) How do the elementary music teachers utilise blended learning in their music classes? (2) What are the challenges the music teachers face in implementing blended learning into their classes? and (3) What are the music teachers’ perceptions of blended learning that could be beneficial to their students and to their teaching? The results showed that the music teachers employed the station-rotation model of blended learning. This study also revealed that the teachers acknowledged educational effects of blended learning. Nevertheless, they shared concerns about motivational factors and teacher education for blended learning. It is suggested that continuing professional development is needed to increase the use of blended learning in Korean elementary music classes.

KEYWORDS:

• Blended learning
• elementary music teacher
• music education
• teacher education
• technology

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Ji Hyun Kim

Ji Hyun Kim is a lecturer in Music Education at the Seoul National University of Education, located in Seoul, South Korea. She received her BA from Ewha Womens (not misspelled) University, an MA from New York University, and a doctorate from Boston University. Her research has focused on active learning strategies, educational technologies, and teacher education.