The Application of Mobile Blended Learning in Piano Instruction for Non-Piano Major Students at Guangdong University of Petrochemical Technology

Xiaoyan  Chen; Thanawan  Phongsatha

doi:10.60027/ijsasr.2024.4477

Authors

Xiaoyan Chen Guangdong University of Petrochemical Technology, China, and Doctoral Candidate, Graduate School of Business and Advanced Technology Management Assumption University of Thailand, Thailand https://orcid.org/0009-0004-2833-5643
Thanawan Phongsatha Graduate School of Business and Advanced Technology Management Assumption University of Thailand, Thailand https://orcid.org/0000-0003-3918-1796

DOI:

https://doi.org/10.60027/ijsasr.2024.4477

Keywords:

Mobile Blended Learning; , Piano Performance; , Utaut Model;, Chaoxing Application; , Non-Piano Major Student

Abstract

Background and Aim: The study aims to evaluate the effectiveness of mobile blended learning (MBL) based on the Chaoxing application in the context of piano performance courses, particularly in enhancing the overall performance abilities of non-piano major students. The main objective is to determine the efficacy of MBL methods utilizing the Chaoxing application in improving the piano performance of non-piano major students and to investigate the students' perceptions of the mobile blended piano learning methods.

Materials and Methods: In this study, sixty non-piano major students from the Guangdong University of Petrochemical Technology participated in an eight-week experiment of mobile blended piano learning. Using paired-sample t-tests, the student's academic performance before and after the eight weeks was evaluated in terms of piano performance accuracy, technique, integrity, expression, and difficulty. Following the assessment, all participants received a questionnaire regarding their perceptions of mobile blended piano learning.

Results: The result revealed that employing mobile blended piano learning based on the Chaoxing application significantly enhanced students' performance in piano accuracy, technique, integrity, expression, and difficulty. Additionally, quantitative analysis from a questionnaire survey using the UTAUT model revealed that students widely perceived the Chaoxing application as easy to use, conducive to improving learning efficiency and grades, and expressed a strong willingness to use MBL.

Conclusion: The findings of the study support existing research, indicating that mobile blended piano learning can significantly enhance the piano performance abilities of non-piano major students, with high acceptance among students.

References

Acquah, E. (2022). Enhancing keyboard skills instruction in the Music Education Department of the University of Education, Winneba, through the tenets of constructivist theory. Journal of Performing Arts, 3, 101-115.

Alamri, H.A., Watson, S., & Watson, W. (2021). Learning technology models that support personalization within blended learning environments in higher education. Tech Trends, 65, 62-78. https://research.ebsco.com/c/fh7av6/viewer/pdf/lnb2yuw5bj

Albiladi, W.S., & Alshareef, K.K. (2019). Blended learning in English teaching and learning: A review of the current literature. Journal of Language Teaching and Research, 10(2), 232-238.https://www.academypublication.com/issues2/jltr/vol10/02/jltr1002.pdf#page=20

Alismaiel, O.A., Cifuentes-Faura, J., & Al-Rahmi, W.M. (2022). Online learning, mobile learning, and social media technologies: An empirical study on constructivism theory during the COVID-19 pandemic. Sustainability, 14(18), 11134. https://www.mdpi.com/2071-1050/14/18/11134/pdf

Alshurideh, M.T., Salloum, S.A., Al Kurdi, B., Abdel Monem, A., & Shaalan, K. (2019). Understanding the Quality Determinants that Influence the Intention to Use the Mobile Learning Platforms: A Practical Study. International Journal of Interactive Mobile Technologies (iJIM), 13(11),157–183. https://doi.org/10.3991/ijim.v13i11.10300

Álvarez-Díaz, M., Muñiz-Bascón, L.M., Soria-Alemany, A., Veintimilla-Bonet, A., & Fernández-Alonso, R. (2021). On the design and validation of a rubric for the evaluation of performance in a musical contest. International Journal of Music Education, 39(1), 66-79. https://journals.sagepub.com/doi/pdf/10.1177/0255761420936443

Boyraz, S., & Ocak, G. (2021). Connectivism: A Literature Review for the New Pathway of Pandemic Driven Education. Online Submission, 6(3), 1122-1129. https://files.eric.ed.gov/fulltext/ED625559.pdf

Bralić, A., & Divjak, B. (2018). Integrating MOOCs in traditionally taught courses: achieving learning outcomes with blended learning. International journal of educational technology in higher education, 15, 1-16. https://link.springer.com/content/pdf/10.1186/s41239-017-0085-7.pdf

Connolly, S., & Wicks, K. (2023). Part-time higher education students’ interactions with a virtual learning environment as an exploration of theories of Connectivism. Compass: Journal of Learning and Teaching, 16(1), 71-92.

Corbett, F., & Spinello, E. (2020). Connectivism and leadership: harnessing a learning theory for the digital age to redefine leadership in the twenty-first century. Heliyon, 6(1). e03250, https://doi.org/10.1016/j.heliyon.2020.e03250

Dennick, R. (2016). Constructivism: reflections on twenty-five years teaching the constructivist approach in medical education. International journal of medical education, 25 (7), 200-205. doi: 10.5116/ijme.5763.de11.

Downes, S. (2008). Places to go: Connectivism & connective knowledge. Innovate: Journal of Online Education, 5(1), 1-6. https://nsuworks.nova.edu/cgi/viewcontent.cgi?article=1037&context=innovate

Efgivia, M.G., Rinanda, R.A., Hidayat, A., Maulana, I., & Budiarjo, A. (2021). Analysis of constructivism learning theory. In 1st UMGESHIC International Seminar on Health, Social Science and Humanities, 208-212. https://www.atlantis-press.com/proceedings/umgeshic-ishssh-20/125961875

Faustino, A., & Kaur, I. (2021). Blended Learning Models: Perspectives in Higher Education. In International Joint Conference on Science and Engineering, 185-190. Atlantis Press.

Guo, Y. (2017). The Application of Constructivism Teaching Theory in College Piano Teaching. International Conference on Sports, Arts, Education and Management Engineering, 21-28.

Güzer, B., & Caner, H. (2014). The past, present and future of blended learning: an in-depth analysis of literature. Procedia-social and behavioral sciences, 116, 4596-4603.

Hendricks, G.P. (2019). Connectivism as a learning theory and its Relation to open distance education. Progressio, 41(1), 1-13.

Hepşen, O.K.A.N. (2022). Conservatory Voice Department Students' Opinions on Piano and Accompaniment Courses in The Covid-19. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 42(2), 1791-1820.

Hilliard, A.T. (2015). Global blended learning practices for teaching and learning, leadership and professional development. Journal of International Education Research, 11(3), 179-188.

Hunt, C., & Snook, A.M. (2016). Assessment Rubrics and Sharing with Stakeholders. Retrieved from: https://wuir.washburn.edu/bitstream/handle/10425/142/1.pdf?sequence=1&isAllowed=y

Jefferson, G.C. (2021). Piano Students' Perspectives and Experiences with Remote Piano Instruction. International Association for Development of the Information Society, 168-176.

Kacetl, J., & Semradova, I. (2020). Reflection on blended learning and e-learning-case study. Procedia Computer Science, 176, 1322-1327.

Kilag, O.K.T., Abalo, S.J.R., Retes, G.P., & Dalogdog, L.G. (2023). Enhancing Student Learning through the Integration of Connectivism Theory in Blended Learning Environments. European journal of innovation in nonformal education, 3(6), 1-10.

Klímová, B., & Pražák, P. (2019). Mobile blended learning and evaluation of its effectiveness on students’ learning achievement. In Blended Learning: Educational Innovation for Personalized Learning: 12th International Conference, ICBL 2019, Hradec Kralove, Czech Republic, Proceedings 12, 216-224.

Li, M. (1994). Ideas on Improving the Assessment of Piano Performance Level: Design and Application of Piano Performance Evaluation Scale. Journal of the Central Conservatory of Music, 1, 46-50.

Liu, X., & Shao, X. (2022). Modern mobile learning technologies in online piano education: Online educational course design and impact on learning. Interactive Learning Environments, 1-12.

Mi, R. (2018). Piano Performance Techniques and Expansion Training. Jiangsu Phoenix Art Publishing.

Morijiri, Y., & Welch, G.F. (2022). Decisions on the quality of piano performance: Evaluation of self and others. Frontiers in Psychology, 13, 954261. https://www.frontiersin.org/articles/10.3389/fpsyg.2022.954261/full

Ning, Z., & Jia, L. (2021). Research on the integration and development of internet piano teaching and traditional piano teaching. Frontiers in Art Research, 3(8), 77-81.

Pan, B.C. (2020). An investigation and research on blended learning of piano performance majors: A case study of J University. Master's Dissertation: Jilin Academy of Arts.

Phakamach, P., & Panjarattanakorn, D. (2024). The Development of a Blended Learning Management Digital Platform on Entrepreneurship and Ventures in Education for Graduate Learners. Asian Education and Learning Review, 2(1), 1- 16.

Ramírez-Donoso, L., Pérez-Sanagustín, M., Neyem, A., Alario-Hoyos, C., Hilliger, I., & Rojos, F. (2023). Fostering the use of online learning resources: results of using a mobile collaboration tool based on gamification in a blended course. Interactive Learning Environments, 31(3), 1564-1578.

Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Challenges in the online component of blended learning: A systematic review. Computers & Education, 144, 103701. https://doi.org/10.1016/j. compedu.2019.103701

Sarfaraz, J. (2017). Unified theory of acceptance and use of technology (UTAUT) model-mobile banking. Journal of Internet Banking and Commerce, 22(3), 1-20.

Setiawan, A.Y., Habsary, D., & Bulan, I. (2021). The impact of social media on piano practice online learning in the COVID-19 pandemic period. Jurnal Seni Musik, 10(2), 109-116.

Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology & Distance Learning, 2, 3-10.

Simeonova, B. (2014). Cross-cultural Validation of UTAUT: The Case of University VLEs in Jordan, Russia and the UK. Electronic Journal of Knowledge Management, 12(1), 25-34.

Smith, J. (2020). The development and Future prospects of piano education in China. Journal of Music Education, 38(2), 123-136.

Suartama, I.K., Setyosari, P., Sulthoni, S., & Ulfa, S. (2019). Development of an instructional design model for mobile blended learning in higher education. International Journal of Emerging Technologies in Learning (Online), 14(16), 4-22.

Triantafyllou, S.A. (2022). Constructivist Learning Environments. Conference: The 5th International Conference on Advanced Research in Teaching and Education, 2022. At: Paris, France. DOI:10.33422/5th.icate.2022.04.10

Ustun, A.B. (2019). Effects of mobile learning in blended learning environments. Bilgi ve İletişim Teknolojileri Dergisi, 1(1), 1-14. https://dergipark.org.tr/en/download/article-file/880028

Vasbieva, D.G., Klimova, I.I., Agibalova, E.L., Karzhanova, N.V., & Bírová, J. (2016). Enhancement of students' vocabulary learning through a blended learning approach. International Electronic Journal of Mathematics Education, 11(5), 1195-1203.

Venkatesh, V., Morris, M.G., Davis, G.B., & Davis, F.D. (2003). User Acceptance of Information Technology: Toward a Unified View. MIS Quarterly，27(3), 425-478.

Vera, V., & Shpak, A. (2021). Mobile learning: tools and services, functions and opportunities. In the 8th International Conference on Education and Education of Social Sciences (INTCESS 2021), Virtual/Online conference. https://www. ocerints. org/intcess21_e-publication/papers/129. pdf.

Wang, L., Chen, X., & Zhang, S. (2018). The application of blended learning in piano education: A case study in Chinese universities. Journal of Music Education Research, 40(3), 215-229.

Wesolowski, B.C. (2012). Understanding and developing rubrics for music performance assessment. Music Educators Journal, 98(3), 36-42.

Yang, L. (2023). Blended Learning in Teaching Piano Major Students in the Music Department of Hunan Vocational College of Art. Scholar: Human Sciences, 15(1), 123-131.

Yuan, Y. (2016). Construction of the thinking mode in piano performance. Journal of Chifeng University (Hanwen Philosophy and Social Science Edition), 37(8), 218-219.

Zhang, Y. (2009). Discussion on the Grading Method of Piano Examinations. Journal of Hubei Second Normal University, 26(6), 119-120.

Zhao, Z., & Cleesuntorn, A. (2022). The Effect of BOPPPS Lesson Plan of Blended Learning on Non-piano Major Music Students’ Piano Performance at Guang Zhou University, People Republic of China. International Journal of Sociologies and Anthropologies Science Reviews, 2(6), 93-106.

Zhu, L., Phongsatha, T., & Intravisit, A. (2020). A blended piano teaching model for non-piano music major students at Hunan City University. AU-GSB e-JOURNAL, 13(2), 38-48.