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

Abstract

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 (n=30) 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.

Keywords

• ASSURE model
• Blended learning
• Music education
• Stations method
• Web 2.0 tools

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