Views on distance education visually impaired students receiving professional music education

Year 2024, Volume: 7 Issue: 3, 346 - 357, 30.09.2024

Ezgi Tekgül

https://doi.org/10.31681/jetol.1371332

Abstract

In this research, the opinions of visually impaired professional music education students regarding distance education were thoroughly examined. As distance education has become a prevalent model in today’s educational landscape, it is crucial to assess its effectiveness and sufficiency for students with special needs. The study focused on a diverse group of visually impaired students enrolled in both undergraduate and graduate programs in music education. Data were collected through semi-structured interviews, which allowed for in-depth exploration of the students’ experiences and perspectives. These interviews were then analyzed using content analysis techniques, revealing key themes related to the students' educational experiences. The findings highlighted several significant deficiencies in the distance education model, particularly regarding accessibility. Many students reported difficulties in navigating online platforms and accessing course materials, which hindered their learning experiences. In response to these challenges, the research proposed various suggestions aimed at enhancing the distance education model for visually impaired students. Recommendations included improving the accessibility of online learning environments, integrating assistive technologies, and providing tailored resources that accommodate different learning styles. By implementing these changes, educational institutions can create a more inclusive and supportive environment for visually impaired students pursuing professional music education, ultimately fostering their success and engagement.

Keywords

Distance education, Music education, Visually impaired

References

• Aksoy, E., Şengel, E. (2018). While education is immigrating to internet, do we leave disabled behind? Bursa Uludağ University Journal of Education Faculty, 31 (2), 561-588. https://doi.org/10.19171/uefad.505613
• Aksoy, Y., Güçlü, O., Nayir A. E. (2020). Distance education status of private music courses during the pandemic period. National Education Journal, 49 (1), 947-967. https://doi.org/10.37669/milliegitim.827709
• Arat, T., Bakan, Ö. (2014). Distance education and its applications. Journal of Selçuk University Vocational School of Social Sciences, 14 (1-2), 363-374. https://dergipark.org.tr/tr/pub/selcuksbmyd/issue/11302/135148
• Ayaz Töral, D., Albuz, A. (2021). Teachers' opinions on distance instrument teaching for 4-13 age group students in the covid-19 pandemic process. Dumlupınar University Graduate School of Education Journal, 5 (1) 21-43. https://dergipark.org.tr/tr/pub/debder/issue/60841/811160
• Balaman, F., Hanbay Tiryaki, S. (2021). Teacher opinions about compulsory distance education due to coronavirus (covid-19). Journal of Humanities and Social Sciences Research, 10 (1), 52-84. https://doi.org/10.15869/itobiad.769798
• Battistin, T., Mercuriali, E., Zanardo, V., Gregori, D., Lorenzoni, G., Nasato, L., & Reffo, M. E. (2021). Distance support and online intervention to blind and visually impaired children during the pandemic COVID-19. Research in Developmental Disabilities, 108, 103816. https://doi.org/10.21020/husbfd.963260
• Ben-Ezzer, R. E. (2007). A framework for distance education strategies in digital music education for adults.  Nova Southeastern University ProQuest Dissertations & Theses, 3253702.
• Bozkurt, A. (2017). The Past, Present, and Future of Distance Education in Turkey. Journal of Open Education Practices and Research, 3(2), 85-124. https://dergipark.org.tr/tr/pub/auad/issue/34117/378446
• Canbay, A., Nacakçı, Z. (2011). Content analysis of application of teaching violin with letter. Journal of the Faculty of Education, Mehmet Akif Ersoy University, 1(21), 134-152. https://dergipark.org.tr/tr/pub/maeuefd/issue/19394/205989
• Can, E. (2020). Coronavirus (Covid-19) pandemic and its pedagogical reflections: Open and distance education practices in Turkey. Journal of Open Education Applications and Research, 2 (6), 11-53. https://dergipark.org.tr/tr/pub/auad/issue/55662/761354
• Creswell, J, W. (2013). Qualitative Research Methods Qualitative Research Design According to Five Approaches. Translate. Bütün, M., Demir S. B. Siyasal Publishing.
• Karahan, S. A. (2016). The evaluation of synchronic distance piano teaching in comprasion with the traditional piano teaching. Turkish Studies, 11 (21), 211-228. https://doi.org/10.7827/TurkishStudies.11244
• Karasoy, H., Cebe, E., & Babaoğlu, P. (2021). Distance education policies in Turkey. Journal of Public Administration and Technology, 3(2), 143-165. https://dergipark.org.tr/tr/pub/kaytek/issue/68781/1002339
• Liakou, M., Manousou, E (2015). Distance education for people with visual impairments. European Journal of Open, Distance and e-Learning, 18 (1), 72 – 84. https://doi.org/10.1515/eurodl-2015-0005
• Okur, M. R., Demir, M. (2019). Identifying the challenges faced by visually impaired learners in their educational experiences and developing solutions for the field of open and distance learning.The Journal of Open Education Practices and Research, 5 (2), 49 – 62. https://dergipark.org.tr/tr/pub/auad/issue/45710/576569
• Umuzdaş, S., Baş, A. H. (2020). Examining the perceptions and experiences of conservatory students regarding distance education during the covid-19 pandemic. Yegah Music Journal, 2 (3), 204-220. https://dergipark.org.tr/tr/pub/yegah/issue/59004/824492
• Yıldırım, A., Şimşek, H. (2013). Qualitative research methods in the social sciences. Seçkin Publishing, Ankara.
• Yoltay Bilici, T., Demir, S., Kesen, M., Bal, S. N. & Bal, A. U. (2022). An examination of the benefit and limitations of distance education in the education of individuals affected by visually impaired. International Journal of Primary Education Studies, 3(2), 108-119. https://dergipark.org.tr/tr/pub/ijpes/issue/74004/1213477