Education and Music Culture in the Context of Web 2.0

Abstract

Total digitalization of culture requires the extensive integration of Web 2.0 ser-vices and capabilities into music education. The penetration of digital technologies is not reduced to the technologies for fixing and distributing musical works or the means of their broadcasting but also dramatically transforms the process of creat-ing musical works. Web 2.0 offers a new distributed creativity culture and pro-vides musicians with specific opportunities to work and distribute creative prod-ucts. The study is devoted to the integration of music education and the services and opportunities that Web 2.0 provides to the mass audience (free specialized and non-specialized services), its impact on the quality of music education, as well as on the most important psychological parameters of students of music uni-versities. The study involved 150 students of R. Glier Kyiv Municipal Academy of Music (Kyiv, Ukraine); there were three groups of 50 participants: two exper-imental groups and a control one. In Experimental Group 1, training was partially integrated with Web 2.0 services; in Experimental Group 2, there was a more complete and structured integration. Based on the results of semester training and the objective test scores, a significant increase in the results of experimental groups was observed (an increase by 1.3 points in Group 1 and 2.84 points in Group 2 on a 5-point scale); Group 2 demonstrated a more significant improve-ment. The subjective assessment of the level of involvement, motivation and anx-iety showed a statistically significant decrease in academic anxiety in the experi-mental groups (2.99 and 2.01 compared to 3.98 in the control group, respective-ly) and a statistically significant increase in motivation and involvement in the group with deep integration of Web 2.0 services (Experimental Group 2). The hypothesis of the study that deep integration of Web 2.0 services and capabilities into music education will increase objective academic results, motivation and stu-dent involvement has been fully confirmed. It has also been revealed that it helps students reduce academic anxiety. The research results can be used as a basis for further research and in the course of the development of music education curricu-la based on online learning, mobile learning and the integration of music learning into a digital environment.

Opinions of Music Education Department Students on Web 2.0 Tools: The Case of Bursa Uludag University

“…Still, these tools are not included enough in face-to-face education and should be used more. Although it is mentioned in many studies that Web 2.0 tools contribute to active learning and provide an effective/productive educational environment, this idea is also considered and expressed by students in the music education department (Luckin et al, 2009;Hew & Cheung, 2013;Revenko, 2021). Another significant result obtained from the interviews in the research is that music education department students need tools/programs and applications with content specific to the field of music.…”

“…As a result of the research, it is stated that the use of the proposed teaching resource system increases the effectiveness of teaching and reduces students' learning load by increasing the efficiency of learning. A study conducted by Revenko (2021), aimed to determine how new technology and music education can be integrated by accessing the services and opportunities offered by Web 2.0 to mass audiences, and the effect of these opportunities on the quality of music education and psychological education. Sastre et al (2013) mentioned the Web 2.0 tools they used in music education within the scope of the project they carried out in their research.…”

The effects of blended learning activities based on the ASSURE model in teaching on students and teachers in music lessons

“…According to Jeffery et al (2022), it is possible to encounter a potential challenge such as digital access in the successful implementation of Thinglink-based learning resources. As stated in the research conducted by Başal and Eryılmaz (2021) and Revenko (2021) during the COVID-19 pandemic, students went for the code "motivation" under both Kahoot and Plickers learning experiences related to the findings of the third and fourth research question. In the Plickers application, students used only answer cards designed with QR codes instead of mobile devices required in Socrative and Kahoot platforms (Pastor & López, 2018).…”

Implementation of Open Science Principles in Educational Research: Seen through the Prism of Teachers’ Engagement in Data Exchange

“…implementation of the principles of Open Science in scientific and educational spheres (Swain, 2020);  modernization of the main priority areas of psychological and pedagogical research and updating the training content for academic staff (Sovetkanova et al, 2021);  appropriate scientific support for the creation of national educational and information spaces (Santoso et al, 2019;Musa, 2019;  use of electronic systems with open access to facilitate quality research (Spirin et al, 2017);  raising teachers' awareness of the ways and prospects of informatization of education (Zhornova & Zhornova, 2014) and the use of innovative pedagogical and digital technologies, Web 2.0 services in the educational process, etc. (Revenko, 2021);  research into innovative methods of education and information and communication technologies developed in Ukraine and abroad (in particular, online platforms for distance learning) to improve the quality of the educational process (Mann et al, 2020);  the use of Open Educational Resources by teachers (Guo et al, 2015), etc.…”