Melbourne Conservatorium of Music - Research Publications

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Author: Clark, Imogen × End date: 2024 × Type: Chapter ×

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    Sharing our narratives on developing our practice in online music pedagogy
    Johnson, C ; Lamothe, VC ; Narita, FM ; Clark, IN ; Mulholland, JE ; Meyers, N (IGI Global, 2022-02-11)
    This chapter begins with an introduction focused on the importance of instructor's reflection on his/her teaching practices and pedagogy through the theoretical lens of Schön's work on reflection-in-action and reflection-on-action. Five case narratives are presented that highlight instructors at different entry points into their experiences of teaching music online. The narratives outline significant learning processes that took place as instructors continued on their journey in teaching music online. The implications raised from the narratives identify the need for effective online learning systems for music, institutional support for instructors teaching music online, and a need for online music instructors to have resilience and adaptability when teaching music online. Additionally, the various contexts of teaching music online signals a need for future research in the areas of: active learning for online music courses, appropriate technology tools available with a LMS, and collaborative online music tasks for effective student learning outcomes.
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    Sharing Our Narratives on Developing Our Practice in Online Music Pedagogy
    Johnson, C ; Lamothe, VC ; Motoyama Narita, F ; Clark, I ; Mulholland, J ; Meyers, N ; Johnson, C ; Lamothe, VC (IGI Global, 2018)
    This chapter begins with an introduction focused on the importance of instructor's reflection on his/her teaching practices and pedagogy through the theoretical lens of Schön's work on reflection-in-action and reflection-on-action. Five case narratives are presented that highlight instructors at different entry points into their experiences of teaching music online. The narratives outline significant learning processes that took place as instructors continued on their journey in teaching music online. The implications raised from the narratives identify the need for effective online learning systems for music, institutional support for instructors teaching music online, and a need for online music instructors to have resilience and adaptability when teaching music online. Additionally, the various contexts of teaching music online signals a need for future research in the areas of: active learning for online music courses, appropriate technology tools available with a LMS, and collaborative online music tasks for effective student learning outcomes.