Forced migration to online classes: a case study in Music teacher education in the context of COVID-19
DOI:
https://doi.org/10.7203/LEEME.48.21700Keywords:
Teacher Education, Online Learning, COVID-19, Music Teachers.
Abstract
As an emergency measure in response to the pandemic produced by COVID-19, most of the universities in the world had to close their campuses and reschedule their activities. Although official statistics indicate that practically all the institutions continued with their learning activities, responsibility for didactic and curricular modifications fell on the teachers who had been giving classes in face-to-face formats and who had no experience in teaching in online formats. This forced migration meant that the universities were able to continue training students on a more or less regular basis; however, the official statistics that speak of approval rates do not account for the effectiveness of learning in this new format. The combination of a case study in a career in music pedagogy at a PLACE and an investigation of grounded theory design seeks to describe, substantiate, and evaluate the modifications made to the different subjects from the teacher's point of view, visualize the difficulties they had during the period, and reflect on the effectiveness and projection of online teaching in musical disciplines. Our results point to a great diversity of modifications, highlighting several related to Active Methodologies, such as Project based Learning and the Flipped Classroom. They also report a feeling of significant work overload and a perception that learning is diminished in online contexts compared to face-to-face ones.
References
Bishop, J. y Verleger, M.A. (2013). The flipped classroom: A survey of the research. En 2013 ASEE Annual Conference & Exposition (pp.23-1200). https://doi.org/10.18260/1-2--22585
Bonilla-García, M.A. y López-Suárez, A.D. (2016). Ejemplificación del proceso metodológico de la teoría fundamentada. Cinta de Moebio, 57, 305-315. https://doi.org/10.4067/S0717-554X2016000300006
Castellanos, M. (2015). ¿Son las TIC realmente, una herramienta valiosa para fomentar la calidad de la educación? UNESCO, Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura. https://unesdoc.unesco.org/in/rest/annotationSVC/
Creswell, J. y Creswell, D. 2006. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE.
Dale, E. (1964). Métodos de Enseñanza Audiovisual. Editorial Reverté.
De Miguel, M. (2006). Metodologías de enseñanza y aprendizaje para el desarrollo de competencias: Orientaciones para el profesorado universitario ante el Espacio Europeo de Educación Superior. Alianza.
Doi, C. (2016). Applying the flipped classroom methodology in a first-year undergraduate music research methods course. Music Reference Services Quarterly, 19(2), 114-135. https://doi.org/10.1080/10588167.2016.1167427
Glaser, B. y Strauss, A. (2006). Discovery of grounded theory: Strategies for qualitative research. Aldine Transaction.
Gómez-Hurtado, I., García-Rodríguez, M.P., González Falcón, I. y Coronel Llamas, J.M. (2020). Adaptación de las Metodologías Activas en la Educación Universitaria en Tiempos de Pandemia. Revista Internacional de Educación para la Justicia Social, 9(3), 415-433. https://doi.org/10.15366/riejs2020.9.3.022
Guba, E. y Lincoln, Y. 2002. Paradigmas en competencia en la investigación cualitativa. En Denman y Haro (Eds.), Por los rincones. Antología de métodos cualitativos en la investigación social (pp.113-145). Región y Sociedad.
Henderson, J.R. (2007). Formação continuada de professores de música em ambiente de ensino e aprendizagem online. (Tesis Doctoral). Universidade Federal do Rio Grande do Sul. http://hdl.handle.net/10183/11229
Hernández, R., Fernández, C. y Baptista, P. (2014). Metodología de la investigación. Mc Graw Hill.
Hevia, V. (2021). Impacto de la modalidad online: El futuro de la educación superior en Chile. EMOL. https://www.emol.com/noticias/Tendencias/
Jiménez, D., Gonzáles, J. y Tornel, M. (2020). Metodologías activas en la universidad y su relación con los enfoques de enseñanza. Profesorado, Revista de Currículum y Formación del Profesorado, 24(1), 76-94. https://doi.org/10.30827/profesorado.v24i1.8173
La enseñanza en línea genera desarrollo. (2021). El Comercio. https://www.elcomercio.com/
Larmer, J., Mergendoller, J. y Boss, S. (2015). Setting the standard for project based learning. ASCD.
Llorens-Largo, F., Villagrá-Arnedo, C., Gallego-Durán, F. y Molina-Carmona, R. (2021). COVID-proof: cómo el aprendizaje basado en proyectos ha soportado el confinamiento. Campus Virtuales, 10(1), 73-88. http://uajournals.com/ojs/
Ma, R. (2021). Stimulating students learning motivation: A case study of music education and pedagogy course based on flipped classroom. Psychology and Education Journal, 58(2), 109-114. https://doi.org/10.17762/pae.v58i2.1059
Manzanares, A. (2018). Sobre el aprendizaje basado en problemas. En A. Escribano y A. del Valle. (Eds), El aprendizaje basado en problemas: una propuesta metodológica en educación superior. Narcea Ediciones.
Marinoni, G., Van’t Land, H. y Jensen, T. (2020). The impact of Covid-19 on higher education around the world. International Association of Universities. https://www.iau-aiu.net/
Mayer, R. (2009). Multimedia Lerning. Cambridge University Press.
MINEDUC Chile (s.f). ¿Qué es ABP? https://www.curriculumnacional.cl/portal/ABP/
Morgan, D. y Krueger, R. (1998). The Focus Group Guidebook. SAGE.
OECD (2015). Students, Computers and Learning: Making the Connection. OECD. https://doi.org/10.1787/9789264239555-en
OECD (2021). The state of higher education: One year in to the COVID-19 pandemic. OECD. https://doi.org/10.1787/83c41957-en
Quílez, A. y Alsina, M. (2021). Desarrollo profesional y formación docente online. El caso de “Mini-Deportistas”, un proyecto de música y movimiento. Revista de Investigación y Docencia Creativa, 10(18), 1-22. https://doi.org/10.30827/Digibug.67828
Salas, R. (2008). Estilos de aprendizaje a la luz de la neurociencia. Cooperativa Editorial Magisterio.
Souza, T. (2017). Laboratório online de música e tecnologia: planejando e implementando um MOOC para o ensino de música online. (Tesis de Maestría). Universidade Federal de Brasília. https://repositorio.unb.br/handle/10482/31796
Strauss, A. y Corbin, J. (2015). Basics of qualitative research techniques. SAGE.
Tucker, B. (2012). The flipped classroom. Education Next, 12(1), 82-83. http://www.msuedtechsandbox.com
UNESCO (2021). COVID-19: reopening and reimagining universities, survey on higher education through the UNESCO National Commissions. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000378174
Yin, R.K. (2018). Case study research and applications: Design and methods. SAGE.
Zimmermann, B. (2018). Prólogo. En A. Escribano y Á. del Valle. (Eds), El aprendizaje basado en problemas: una propuesta metodológica en educación superior. Narcea Ediciones.
Downloads
Published
Issue
Section
License
Authors who have publications with this journal agree to the following terms:
a) Authors will retain their copyright and will grant the journal the right of first publication of their work, which will simultaneously be subject to the Creative Commons Attribution License that allows third parties to share the work as long as its author and first publication in this journal are indicated.
b) Authors may enter into other non-exclusive licensing arrangements for the distribution of the published version of the paper (e.g. depositing it in an institutional telematic archive or publishing it in a monographic volume) provided that initial publication in this journal is indicated.
c) Authors are allowed and encouraged to disseminate their work via the Internet (e.g. in institutional telematic archives or on their website) before and during the submission process, which may lead to interesting exchanges and increase citations of the published work.
d) They agree to act as reviewers, if requested by the journal's editorial team.
Language
Information