Academic perspectives on the use of digital platforms and mobile applications in vocal training

Year 2024, Volume: 9 Issue: 2, 389 - 404, 31.12.2024

Alper Şakalar , Sevda Gürel

https://doi.org/10.31811/ojomus.1564925

Abstract

This study aims to evaluate the effects of digital platforms and mobile applications on vocal training. Employing qualitative methods, the research analyzed the perspectives of 12 music academics working at various universities in Turkey. Data were collected through semi-structured interviews. The findings revealed that digital platforms provide students with flexibility, enabling time- and location-independent practice, support the development of technical skills, and offer access to an extensive musical repertoire. However, it was also concluded that fundamental elements of vocal training, such as vocal resonance, breath control, and articulation, are taught more effectively through one-on-one feedback under the supervision of an instructor. The study identified that digital platforms fail to fully provide such critical feedback and exhibit pedagogical limitations. The research concluded that digital platforms should be used in a balanced manner alongside traditional methods in vocal training, as academics predominantly view digital tools as supplementary aids. Furthermore, it was suggested that integrating artificial intelligence-supported systems and advanced sound technologies into the educational process could enhance the effectiveness of digital platforms. In this context, the contributions and limitations of digital technologies in vocal training were discussed, and various recommendations were proposed for future research.

Keywords

vocal training, digital platforms, mobile applications

Şan eğitiminde dijital platformların ve mobil uygulamaların kullanımına yönelik akademisyen görüşleri

Abstract

Bu çalışma, dijital platformların ve mobil uygulamaların ses eğitimine etkilerini değerlendirmeyi amaçlamaktadır. Nitel yöntemlerin kullanıldığı araştırmada, Türkiye’deki çeşitli üniversitelerde görev yapan 12 müzik akademisyeninin görüşleri analiz edilmiştir. Veriler yarı yapılandırılmış görüşmeler yoluyla toplanmıştır. Bulgular, dijital platformların öğrencilere zaman ve mekandan bağımsız çalışma imkanı sağlayarak esneklik sunduğunu, teknik becerilerin geliştirilmesini desteklediğini ve geniş bir müzikal repertuara erişim sağladığını ortaya koymuştur. Bununla birlikte, ses rezonansı, nefes kontrolü ve artikülasyon gibi ses eğitiminin temel unsurlarının, bir eğitmen gözetiminde birebir geri bildirimle daha etkili bir şekilde öğretildiği sonucuna varılmıştır. Çalışmada, dijital platformların bu tür kritik geri bildirimleri tam anlamıyla sağlayamadığı ve pedagojik sınırlılıklar sergilediği tespit edilmiştir. Araştırma, ses eğitiminde dijital platformların geleneksel yöntemlerle dengeli bir şekilde kullanılmasının gerektiğini, akademisyenlerin dijital araçları ağırlıklı olarak tamamlayıcı birer yardımcı olarak gördüklerini ortaya koymuştur. Ayrıca, yapay zeka destekli sistemlerin ve ileri ses teknolojilerinin eğitim sürecine entegre edilmesinin dijital platformların etkinliğini artırabileceği önerilmiştir. Bu bağlamda, ses eğitiminde dijital teknolojilerin katkıları ve sınırlamaları tartışılmış ve gelecekteki araştırmalar için çeşitli öneriler sunulmuştur.

Keywords

ses eğitimi, dijital platformlar, mobil uygulamalar

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