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

Ali Korkut Uludağ

Makale detayları

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

Yazarlar:

Ali Korkut Uludağ

Yayıncı:

İzzet KARA

Ana Başlıklar:

Other Fields of Education

Dergi:

International Journal of Assessment Tools in Education Vol.10 Issue 2, pp.303-330

Belge Tipi:

Makale

Yayın Tarihi:

6/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001290440

pISSN:

2148-7456

Anahtar kelimeler:

Özet:

 This study, carried out during COVID-19, aimed at evaluating the effects of music lesson activities prepared with blended learning and the ASSURE instructional design model on both students and music teachers. 10th grade students n30 in a public school participated in the study. An action research design was prepared with a combination of learning at stations method, mobile games Rhythm Cat, NoteWorks and Web 2.0 tools Thinglink, Plickers, Kahoot. Teacher diary and semi-structured interview protocol were used as data collection tools. The data were analyzed by content analysis with Maxqda software. Interrater reliability of the two experts asked to code the qualitative data was calculated to increase the reliability of the study. Following the implementation, the findings showed that the students independent learning, motivation, collaboration, making learning fun, interaction, communication, competition, socialization and productivity improved intensively. It was understood that the emerged negativities were not related to the teaching tools used in the action research procedure but were generally related to the negative learning conditions due to the pandemic. The most notable negative aspects were difficulty in technological competence, difficulties in self-regulation, temporary anxiety, digital access and some short-term technological malfunctions. The study concludes with several recommendations and highlights the points that need further attention in such innovative research.

 This study, carried out during COVID-19, aimed at evaluating the effects of music lesson activities prepared with blended learning and the ASSURE instructional design model on both students and music teachers. 10th grade students n30 in a public school participated in the study. An action research design was prepared with a combination of learning at stations method, mobile games Rhythm Cat, NoteWorks and Web 2.0 tools Thinglink, Plickers, Kahoot. Teacher diary and semi-structured interview protocol were used as data collection tools. The data were analyzed by content analysis with Maxqda software. Interrater reliability of the two experts asked to code the qualitative data was calculated to increase the reliability of the study. Following the implementation, the findings showed that the students independent learning, motivation, collaboration, making learning fun, interaction, communication, competition, socialization and productivity improved intensively. It was understood that the emerged negativities were not related to the teaching tools used in the action research procedure but were generally related to the negative learning conditions due to the pandemic. The most notable negative aspects were difficulty in technological competence, difficulties in self-regulation, temporary anxiety, digital access and some short-term technological malfunctions. The study concludes with several recommendations and highlights the points that need further attention in such innovative research.

 This study, carried out during COVID-19, aimed at evaluating the effects of music lesson activities prepared with blended learning and the ASSURE instructional design model on both students and music teachers. 10th grade students n30 in a public school participated in the study. An action research design was prepared with a combination of learning at stations method, mobile games Rhythm Cat, NoteWorks and Web 2.0 tools Thinglink, Plickers, Kahoot. Teacher diary and semi-structured interview protocol were used as data collection tools. The data were analyzed by content analysis with Maxqda software. Interrater reliability of the two experts asked to code the qualitative data was calculated to increase the reliability of the study. Following the implementation, the findings showed that the students independent learning, motivation, collaboration, making learning fun, interaction, communication, competition, socialization and productivity improved intensively. It was understood that the emerged negativities were not related to the teaching tools used in the action research procedure but were generally related to the negative learning conditions due to the pandemic. The most notable negative aspects were difficulty in technological competence, difficulties in self-regulation, temporary anxiety, digital access and some short-term technological malfunctions. The study concludes with several recommendations and highlights the points that need further attention in such innovative research.

 This study, carried out during COVID-19, aimed at evaluating the effects of music lesson activities prepared with blended learning and the ASSURE instructional design model on both students and music teachers. 10th grade students n30 in a public school participated in the study. An action research design was prepared with a combination of learning at stations method, mobile games Rhythm Cat, NoteWorks and Web 2.0 tools Thinglink, Plickers, Kahoot. Teacher diary and semi-structured interview protocol were used as data collection tools. The data were analyzed by content analysis with Maxqda software. Interrater reliability of the two experts asked to code the qualitative data was calculated to increase the reliability of the study. Following the implementation, the findings showed that the students independent learning, motivation, collaboration, making learning fun, interaction, communication, competition, socialization and productivity improved intensively. It was understood that the emerged negativities were not related to the teaching tools used in the action research procedure but were generally related to the negative learning conditions due to the pandemic. The most notable negative aspects were difficulty in technological competence, difficulties in self-regulation, temporary anxiety, digital access and some short-term technological malfunctions. The study concludes with several recommendations and highlights the points that need further attention in such innovative research.

Makale detayları

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

Yazarlar:

Ali Korkut Uludağ

Yayıncı:

İzzet KARA

Ana Başlıklar:

Other Fields of Education

Dergi:

International Journal of Assessment Tools in Education Vol.10 Issue 2, pp.303-330

Belge Tipi:

Makale

Yayın Tarihi:

6/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001290440

pISSN:

2148-7456

ASSURE model

Blended learning

Music education

Stations method

Web 2.0 toolsASSURE model

Blended learning

Music education

Stations method

Web 2.0 tools

Sayı

Makale detayları

Yazarlar: Ali Korkut Uludağ

Yayıncı: İzzet KARA

Ana Başlıklar: Other Fields of Education

Dergi: International Journal of Assessment Tools in Education Vol.10 Issue 2, pp.303-330

Belge Tipi: Makale

Yayın Tarihi: 6/2023

Belge Dili: İngilizce

Document ID (Org No.): 2001290440

pISSN: 2148-7456

Sayı

Yazarlar:

Ali Korkut Uludağ

Yayıncı:

İzzet KARA

Ana Başlıklar:

Other Fields of Education

Dergi:

International Journal of Assessment Tools in Education Vol.10 Issue 2, pp.303-330

Belge Tipi:

Makale

Yayın Tarihi:

6/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001290440

pISSN:

2148-7456