Undergraduate Students in Vocational Music Education's Using Social Media to Improve Their Instrument Playing Skills

Yıl 2023, Cilt: 7 Sayı: 3, 873 - 901, 30.11.2023

Sami Emrah Gerekten , Emre Şengün , Erol Atmaca

Öz

The research is a mixed method study that aims to examine the utilisation of social media platforms by undergraduate vocational music education students to improve their instrumental skills from various aspects. The questionnaire form prepared by the researchers was used to collect the quantitative data obtained from the study group and the interview form prepared by the researchers was used to collect qualitative data. The data obtained in the study were analysed bidirectionally as quantitative and qualitative. The quantitative data analysis of the research was carried out by descriptive analysis method. The quantitative data obtained were presented with relevant frequency and percentage calculations. Qualitative data were analysed through content analysis. The data obtained after the analysis were presented to the reader as codes, categories and themes. In the study, quantitative data on the social media platforms that undergraduate students use predominantly when they turn to social media platforms with the motivation of improving their instrument playing skills, the distribution of the main factors in choosing these platforms, and the post owners they follow the most were accessed. In addition, qualitative findings were obtained regarding the reasons why students prefer social media platforms, their opinions on the advantages offered by these platforms, and the effective factors in choosing the music genres on the platforms. As a result of the study, it was seen that students used platforms effectively in developing their instrument playing skills and it was understood that they actively included the content on these platforms in their self-regulated learning processes

Anahtar Kelimeler

Social Media, Music Education, Instrument Training, Instrument Playing

Destekleyen Kurum

-

Proje Numarası

-

Teşekkür

-

Mesleki Müzik Eğitimi Alan Lisans Öğrencilerinin Çalgı Çalma Becerilerini Geliştirmeye Dönük Sosyal Medya Kullanımları

Öz

Araştırma, lisans düzeyindeki profesyonel müzik öğrencilerinin çalgı becerilerini geliştirmek amacıyla sosyal medya platformlarının kullanımlarını incelemeyi amaçlayan nitel paradigma çerçevesinde hazırlanmış bir durum çalışmasıdır. Araştırmada Türkiye'nin batı, orta, güney ve doğu bölgelerinde lisans düzeyinde mesleki müzik eğitimi veren kurumlara kayıtlı lisans öğrencilerinden veri toplanmıştır. Amaçlı örnekleme türlerinden ölçüt örnekleme kullanılarak belirlenen çalışma grubundan elde edilen verilerin toplanmasında araştırmacılar tarafından hazırlanan 'Sosyal Medya Kullanım Formu' kullanılmıştır. Elde edilen veriler içerik analizi ile çözümlenmiştir. Çalışmada lisans öğrencilerinin oyun becerilerini geliştirme motivasyonu ile sosyal medya platformlarına yönelmeleri durumunda ağırlıklı olarak başvurdukları sosyal medya platformlarının bu platformları tercih etmelerindeki temel faktörler, en çok takip edilen pay sahipleri, takip edilen müzik türlerinin tercihindeki faktörler ve en çok öğrenilen çalgı teknikleri. Bu platformlardaki içeriklerin informal bir öğrenme ortamı oluşturduğu ve öğrencilere kendi çalgı öğrenmelerini yönetme fırsatı sunduğu gözlemlenmiştir.

Anahtar Kelimeler

Sosyal medya, Müzik eğitimi, enstrüman çalışması, enstrüman çalma

Proje Numarası

-

Kaynakça

• Ajjan, H., & Hartshorne, R. (2008) Investigating faculty decisions to adopt web 2.0 technologies: Theory and empirical tests. The Internet and Higher Education, 11(2), 71-80.
• Arıkan, R. (2018). Anket yöntemi üzerinde bir değerlendirme [An evaluation on the survey method]. Haliç University Journal of Social Sciences, 1(1), 97-159.
• Atmaca, E., & Gerekten, S. E. (2023). Özengen bağlama öğrencilerinin öğrenme ihtiyaçları: Youtube deneyimleri zemininde netnografik bir çözümleme [Learning needs of amateur bağlama students: A netnographic analysis on the basis of Youtube experiences]. Sivas Cumhuriyet University International Journal of Education, 12(3), 760-776.
• Ayhan, A., Gürbüz, T., & Ekinci, T. (2016, September, 26-28). YouTube üzerinde dijital müzik eğitimi materyalleri yayınlayan kanallar üzerine bir araştırma: Müzikolaj örneği [A research on channels that publish digital music education materials on YouTube: The example of musicolage]. 2. Uluslararası Müzik ve Dans Kongresi, Muğla Türkiye.
• Baltacı, A. (2019). Nitel araştırma süreci: Nitel bir araştırma nasıl yapılır? [Qualitative research process: How to conduct a qualitative research?]. Ahi Evran University Journal of Institute of Social Sciences, 5(2), 368-388.
• Boyd, D. (2008). American teen sociality in networked publics. [Unpublished doctoral dissertation]. University of Berkeley
• Büyüköztürk, Ş. (2005). Anket geliştirme [Questionnaire development]. Turkish Journal of Educational Sciences, III/2, 133-225.
• Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2017). Bilimsel araştırma yöntemleri (23. baskı) [Scientific research methods (23rd ed.)]. Pegem Akademi.
• Cayari, C. (2018). Connecting music education and virtual performance practices from YouTube. Music Education Research, 20(3), 360–376.
• Chan, C., T., Cheng, K. T. L., & Chiu, D. K. W. (2015). Alert driven communications management for children music learning based on Suzuki method. International Journal of Systems and Service-Oriented Engineering, 5(3), 75–89.
• Coyne, I. T. (1997). Sampling in qualitative research. purposeful and theoretical sampling; merging or clear boundaries? Journal of Advanced Nursing, 26(3), 623-630.
• Creswell, J. W. (2012). Educational research: Planning, conducting and evaluating quantitative and qualitative research (4th ed.). Pearson.
• Creswell, J.W. (2013). Qualitative inquiry and research design: Choosing among five approaches. (3rd ed.). SAGE.
• Creswell, J. W., & Plano Clark, V. L. (2015). Karma yöntem araştırmaları: Tasarımı ve yürütülmesi [Mixed method research: Design and conduct]. (Y. Dede & S. B. Demir, Trans.; 2nd ed). Anı.
• Creswell, J.W. (2017). Araştırma deseni: Nitel, nicel ve karma yöntem yaklaşımları [Research design: Qualitative, quantitative and mixed methods approaches]. Eğiten Kitap.
• Creswell, J. W., & Clark, V. L. (2018). Designing and conducting mixed methods research (3th ed.). Sage.
• Del Valle-Ramón, D., Muñoz-Repiso, A., & Gómez-Pablos, V. B. (2020). Project-based learning through the youtube platform for teaching mathematics in primary education. Education in the Knowledge Society, 21(9).
• Dougan, K. (2014). YouTube has changed everything? Music faculty, librarians, and their use and perceptions of YouTube. College and Research Libraries, 75(4), 575–589.
• Erickson, K. C., & Stull, D. D. (1998). Doing team ethnography: Warnings and advice. Sage.
• Eysenbach, G., & Köhler, C. (2002). How do consumers search for and appraise health information on the world wide web? Qualitative study using focus groups, usability tests, and in-depth interviews. Bmj, 324(7337), 573-577.
• Flick, U. (2014). An introduction to qualitative research. Sage.
• Gayef, A., & Çaylan, A. (2021). Use of Youtube in medical education. Konuralp Medical Journal, 13(3), 640-647.
• Giebelhausen, R. (2015). What the tech is going on? Social media and your music classroom. General Music Today, 28(2), 39–46.
• Goksel, N., Hargis, J., & Mutlu, M. E. (2018, 2-4 July). Help yourself and design your own personal learning environment. Proceedings of EDULEARN18’ Conference, Mallorca-Spain. https://library.iated.org/view/GOKSEL2018HEL
• Gorard, S., & Taylor, C. (2004). Combining methods in educational and social research. Open University.
• Haase, A., & Young, A., (2010). Uses and gratifications of social media: A comparison of Facebook and Instant messaging. Bulletin of Science, Technology ve Society, 30(5) 350 –361.
• Haladayna, T. M. (1997). Writing test items to evaluate higher order thinking. Allyn& Bacon.
• Hudson, R. (2006). Regions and place: Music, identity and place. Progress in Human Geography, 30(5), 626-634.
• Jones, N., Blackey, H., Fitzgibbon, K., & Chew, E. (2010). Get out of my space! Computers & Education, 54(3), 776–782.
• Kabılan, M., Ahmad, N., & Abidin, M. (2010). Facebook: An online environment for learning of english in ınstitutions of higher education? Internet and Higher Education, 13(4), 179-187.
• Kaplan, M., & Haenlein, M. (2009). The fairyland of second life: about virtual social worlds and how to use them. Business Horizons, 52(6), 59-68.
• Karasar, N. (2012). Bilimsel araştırma yöntemi [Scientific research method]. (24th ed.). Nobel.
• Kim, M. J., Chung, N. H., Lee, C. K., & Preis, M. W. (2016). Dual-Route of persuasive communications in mobile tourism shopping. Telematics and Informatics, 33(2), 293-308.
• Lei, S. Y., Chiu, D. K., Lung, M. M. W., & Chan, C. T. (2021). Exploring the aids of social media for musical instrument education. International Journal of Music Education, 39(2), 187-201.
• Lin, S. W., & Liu, Y. C. (2012). The effects of motivations, trust, and privacy concern in social networking. Service Business, 6(4), 411-424.
• Löchtefeld, M., Gehring, S., Jung, R., & Krüger, A. (2011), ‘Guitar: Supporting guitar learning through mobile projection’, in CHI 2011. Vancouver: ACM, (pp. 1447–52).
• MacDonald R., Hargreaves D. J., & Miell D. (2017). Handbook of musical identities. Oxford University.
• Matzat, U., & Vrieling, E. M. (2016). Self-regulated learning and social media–a ‘natural alliance’? Evidence on students’ self-regulation of learning, social media use, and student–teacher relationship. Learning, Media and Technology, 41(1), 73-99.
• Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. Jossey-Bass.
• Merriam, S. B. (2013). Nitel araştırma: Desen ve uygulama için bir rehber [Qualitative research: A guide to design and implementation]. (S. Turan, Trans.), Nobel.
• Merriam, S. B., & Grenier, R. S. (2019). Qualitative research in practice: Examples for discussion and analysis. Jossey-Bass.
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. SAGE.
• Mohmed Al-Sabaawi, M. Y., & Dahlan, H. M. (2017, April). Acceptance model of social media for informal learning. International Conference of Reliable Information and Communication Technology. Springer, Cham.
• Moran, M., Seaman, J., & Tinti-Kane, H. (2011). Teaching, learning, and sharing: How today's higher education faculty use social media. Pearson Learning Solutions and Babson Survey Research Group, 1-32.
• Mujica, A., Villanueva, E., & Lodeiros-Zubiria, M. (2021). Micro-learning platforms brand awareness using socialmedia marketing and customer brand engagement. International Journal of Emerging Technologies in Learning (iJET), 16(17), 19-41.
• Newman, N., Dutton, W. H., & Blank, G., (2012). Social media in the changing ecology of news: the fourth and fifth estates in Britain. International Journal Of Internet Science, 7(1), 6-22.
• Olesen, V., Droes, N., Hatton, D., Chico, N., & Schatzman, L. (1994). Analyzing together: Recollections of a team approach. Analyzing Qualitative Data, 111-128.
• Patton, M. Q. (1990). Qualitative evaluation and research methods. SAGE.
• Patton, M. Q. (2002). Qualitative research and evaluation methods. SAGE.
• Paul, I., Elias, J., & Mirunalini, M. (2022). Social media and education. JETT, 13(2), 144-148.
• Payne, E. (1967). Musical taste and personality. British Journal of Psychology, 58(1‐2), 133-138.
• Pecay, R. K. D. (2017). YouTube integration in science classes: Understanding its roots, ways and selection criteria. Qualitative Report, 22(4).