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.

摘要

随着信息通信技术（ICT）的迅速发展，计算机和互联网在许多领域得到广泛应用。本研究的目的是考察音乐教师对基础音乐课混合学习的经验和看法。使用多案例研究方法，我观察了位于韩国首尔不同学校的四位小学音乐教师。解决了以下研究问题：(1) 小学音乐教师如何在音乐课上运用混合式学习？(2) 音乐教师在课堂上实施混合式学习面临哪些挑战？(3) 音乐教师对混合式学习有何看法，这可能对他们的学生和教学有益？结果表明，音乐教师采用混合式学习的站位轮换模式。这项研究还表明，教师承认混合式学习的教育效果。然而，他们对混合式学习的动机因素和教师教育有共同的担忧。建议需要持续的专业发展，以增加韩国基础音乐课程中混合学习的使用。这项研究还表明，教师承认混合式学习的教育效果。然而，他们对混合式学习的动机因素和教师教育有共同的担忧。建议需要持续的专业发展，以增加韩国基础音乐课程中混合学习的使用。这项研究还表明，教师承认混合式学习的教育效果。然而，他们对混合式学习的动机因素和教师教育有共同的担忧。建议需要持续的专业发展，以增加韩国基础音乐课程中混合学习的使用。