E-learning Environments, Opportunities and Challenges in Teaching and Learning to Play the Piano in Student Teacher Education

Enbuska, Jukka; Rimppi, Atte; Hietanen, Lenita; Tuisku, Vesa; Ruókonen, Inkeri; Ruismäki, Heikki

doi:10.15405/ejsbs.226

Cited by 9 publications

(9 citation statements)

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“…pressure, creating a challenging situation for both teachers and students. However, it is still necessary to sustain the quality of teaching (Enbuska et al, 2018).…”

Section: Social Environment -Communication In the Learning Process Bementioning

confidence: 99%

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University Music Educators Creating Piano-Learning Environments in Finnish Primary School Teacher Education

Sepp¹,

Hietanen²,

Enbuska³

et al. 2019

EJSBS

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The importance of supportive learning environments has been considered of utmost importance. In Finnish universities where the educational entities are being re-organised, teacher educators have to reconsider and also reorganise the learning environments to sustain the quality of teaching. At the Universities of Helsinki and Lapland, where the primary school student teachers' music programmes are under serious pressure, a large scale research project "Arctic Reformative and Exploratory Teaching Profession" (ArkTop), was launched, aiming to support teachers' lifelong professional development by organizing research based in-service courses, thus, providing possibilities for cooperation and creating networks between universities and comprehensive schools in Lapland through shared expertise, critical reflections and research. Part of this project focuses on different possibilities for developing music, including piano courses in primary school teacher education. In this particular study, the issues of piano-learning environments are examined. The study focuses on mapping the main problems and finding possible solutions in music programmes for creating supportive piano-learning environments in primary school teacher education by analysing topic-specific curricular documents of both universities and the interview data drawn from a number of lecturers. In order to create the best possible learning environments, it is essential to explore how university music educators comprehend the opportunities for designing piano-learning environments.

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“…pressure, creating a challenging situation for both teachers and students. However, it is still necessary to sustain the quality of teaching (Enbuska et al, 2018).…”

Section: Social Environment -Communication In the Learning Process Bementioning

confidence: 99%

“…In this field, the Universities of Lapland and Helsinki have been engaging in a lot of cooperation in sharing expertise and carrying out several studies to improve and develop music courses in primary school teacher education Ruokonen et al, 2017;Enbuska et al, 2018).…”

Section: Problem Statementmentioning

confidence: 99%

University Music Educators Creating Piano-Learning Environments in Finnish Primary School Teacher Education

Sepp¹,

Hietanen²,

Enbuska³

et al. 2019

EJSBS

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“…The face-to-face lessons have been remarkably diminished and the size of the group of students studying music simultaneously, also piano-studies, has been increasing (see Enbuska, Rimppi, Hietanen, Tuisku, Ruokonen & Ruismäki, 2018;Sepp, Hietanen, Enbuska, Tuisku, Ruokonen, & Ruismäki, 2018). Therefore for several years at the university in question, the music lecturers have developed and investigated various ways to utilize blended learning as a principle when designing their learning environment settings (Enbuska, Hietanen & Tuisku, 2016;Enbuska et al, 2018;Hietanen & Ruismäki, 2017;Hietanen, Ruokonen, Ruismäki & Enbuska, 2016;Tuisku & Ruokonen, 2017). To enable the student teachers to attain the goal of the primary school teacher training, this study examines ways in which the blended learning environment, through the specific application of the Community of Inquiry approach, can contribute to student teachers' music education…”

Section: Purpose Of the Studymentioning

confidence: 99%

The Community of Inquiry as a Framework in Student Teachers’ Music Education

Enbuska¹,

Tuisku²,

Hietanen³

2018

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Music education today seeks to respond to the changing demands of 21st century learners (Portowitz et al. (2014). Today's music educators face a great challenge how best to take advantage of the digital music technology in music education, involving students with different musical backgrounds, with the different readiness of music technology and how digital music technology can be used in different learning environments. Blended learning provides solutions on how to create e-learning environments and how to make them useful for students as well as teachers. The teaching in this project, is based on the idea of community of inquiry (CoI) introduced by Garrison (2017) and the research at hand asks what kind of possibilities will the community of inquiry framework offer in student teachers' music education in the blended learning environment. The data consist of 19 students' written communications with the teacher. The analysis started as data-based, by searching to find out what the data tells us, then continued as theory-guided content analysis. Referring to Dana and Dumez (2015) and using both inductive and, to some extent, deductive approaches, this study's research strategy followed the logic of content analysis. The analysis is completed as theory-guided content analysis (Krippendorff, 2004). The methodological approach is mainly qualitative and constructive, which allows for an open-ended view of the data and even unexpected results (Kasanen et al., 1993). This research reveals that in studying music in the blended learning environment from the perspective of community of inquiry, there are students who are knowledgeable, students who have sight-reading problems, students who notice the progress of one's playing skills, students who do not give up and students who have ability to face challenges.

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“…In this field, University of Lapland and University of Helsinki have been doing a lot of cooperation in sharing expertise and carrying out several studies to improve and develop music courses in primary school teacher training Ruokonen et al, 2017;Enbuska et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Students' Expectations and Reflections About Piano Courses in Finnish Primary School Teacher Education

Sepp¹,

Hietanen

Enbuska

et al. 2018

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In Finland, music subject is part of National Core Curriculum and in the primary school stage (grades 1-6) usually taught by primary school teachers. To assure instruction of music education on a highly professional level, pre-service teachers are taught piano course as part of music didactics.This article reports findings of the pilot study carried out as part of ArcTop research project between University of Lapland and University of Helsinki to develop and improve primary school teacher education in both institutions. Students' expectations and reflections are examined through the lens of self-efficacy theory by Bandura (1977, 1986, 1997).The data were collected using an open-ended questionnaire to find out students experiences in piano playing and music reading as well as their self-reflections about the learning process. The answers (n = 97) were processed statistically and analysed using qualitative content analysis. The results revealed that most of the participants (n = 64) were inexperienced in piano playing. At the same time they were highly motivated and eager to learn and practice. The students also mentioned the lack of elementary music literacy knowledge and the insufficient number of contact lessons which give grounds for making further arrangements in the curriculum.

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E-learning Environments, Opportunities and Challenges in Teaching and Learning to Play the Piano in Student Teacher Education

Cited by 9 publications

References 13 publications

University Music Educators Creating Piano-Learning Environments in Finnish Primary School Teacher Education

University Music Educators Creating Piano-Learning Environments in Finnish Primary School Teacher Education

The Community of Inquiry as a Framework in Student Teachers’ Music Education

Students' Expectations and Reflections About Piano Courses in Finnish Primary School Teacher Education

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