Flexischooling, an inclusive educational option
Blended learning and e-Learning in conservatoires
DOI:
https://doi.org/10.37467/revtechno.v11.4414Keywords:
Music education, Flexischooling, Inclusion, Conservatoire, Teaching method, Alternative education, Blended learningAbstract
This bibliographic review presents some issues regarding the lack of inclusive practices in musical education. These problems create situations that prevent diverse students from accessing musical training. In order to solve these limitations, the possibility of creating a flexible conservatoire is presented, where blended learning, inclusive practices and reflective learning must prevail. After the literature review analysis, it is concluded that it is feasible to implement Flexi schooling at the conservatoire level to enrich musical education.
References
Álvarez-Álvarez, M.C. y García-Prieto, F.J. (2021). Brecha digital y nuevas formas académicas en la escuela rural española durante el confinamiento. Educar, 57(2), 397-441. DOI: https://doi.org/10.5565/rev/educar.1250
Baroutsis, A., McGregor, G., Mills, M. y te Riele, K. (Ed) (2018). Teaching in alternative and flexible education settings. Routledge.Calderón Gómez, D. (2019). Una aproximación a la evolución de la brecha digital entre la población joven en España (2006-2015). Revista Española de Sociologia, 28(1), 7-44. DOI: https://doi.org/10.22325/fes/res.2018.16
Camlin, D.A. y Lisboa, T. (2021). The digital turn in music education. Music education research, 23(2), 129-138. DOI: https://doi.org/10.1080/14613808.2021.1908792
Campbell-Meier, J., Sylverter, A. y Goulding, A. (2020). Indigenous digital inclusion: Interconnections and comparisons. ALISE Proceedings, 301-316.
Chen, J. (2017). Mobile learning in Music education (163-170). En Rthman, A. y Roger Mantie (Eds) The oxford handbook of technology and music education. Rouletgle. DOI: https://doi.org/10.1093/oxfordhb/9780199372133.013.16
Cobo, C. y Narodowski, M. (2020). El incierto futuro de la educación escolar. Tendencias Pedagógicas, 35, 1-6. https://doi.org/10.15366/tp2020.35.001 DOI: https://doi.org/10.15366/tp2020.35.001
Crawford, R. (2017) Rethinking teaching and learning pedagogy for education in the twenty-first century: blended learning in music education. Music Education Research, 19(2), 195-213. https://doi.org/10.1080/14613808.2016.1202223 DOI: https://doi.org/10.1080/14613808.2016.1202223
Cruywagen, S. y Potgieter, H. (2020). The world we live in: A perspective on blended learning and music education in higher education. The journal for transdisciplinary research in southern Africa, 16(1), 1-9. DOI: https://doi.org/10.4102/td.v16i1.696
Dhawan, S. (2020). Online learning: Apanacea in the time of COVID-19 crisis. Journal of educational technology systems, 49(1), 5-22. https://doi.org/10.1177/0047239520934018 DOI: https://doi.org/10.1177/0047239520934018
Edmunds, J. (2020). Finding a path to reopen schools during the COVID-19 pandemic. Child & Adolescent Health, 4(11), 796-797.
Elmgren, H. (2019). Merit-based exclusion in Finnish music schools. International Journal of Music Education, 37(3), 425-439. DOI: https://doi.org/10.1177/0255761419843990
Enbuska, J. (2018). E-learning Environments, Opportunities and Challenges in Teaching and Learning to Play the Piano in Student Teacher Education. The European Journal of Social & Behavioural Sciences, 12(3), 2562-2569. https://doi.org/10.15405/ejsbs.226 DOI: https://doi.org/10.15405/ejsbs.226
Ford, B. (2021). From a different place to a third space: Rethinking international student pedagogy in the western conservatoire (177-190). En Kallio, A.A., Westerllund, H., Karlsen, S., Marsh, K. y Saether, E. (Eds). The politics of diversity in Music Education. Springer. DOI: https://doi.org/10.1007/978-3-030-65617-1_13
García Aretio, L. (2018). Blended learning y la convergencia entre la educación presencial y a distancia. RIED. Revista iberoamericana de Educación a Distancia, 22(1), 9-22. DOI: https://doi.org/10.5944/ried.21.1.19683
García Díaz, A. (2017). Autorregulación del aprendizaje y educación alternativa: análisis comparativo de tres métodos educativos en educación primaria en España y Escocia [Tesis Doctoral]. Universidad Complutense de Madrid.
García Díaz, A. (2021). Construyendo escuelas resilientes: La educación flexible, la integración y la COVID-19. Revista Española de Educación Comparada, 38, 211-227. DOI: https://doi.org/10.5944/reec.38.2021.28840
García Díaz, A. (2021a). La relación entre el método pedagógico y la ansiedad en músicos: Consecuencias del perfeccionismo (p. 125-132). En Innovación docente e investigación en arte y humanidades: Nuevos enfoques en la metodología docente. Dykinson S.L. DOI: https://doi.org/10.2307/j.ctv2gz3whg.12
García Gil, M. (2020). Los efectos sociales del COVID-19 en la educación; Necesidad de nuevos planteamientos educativos. En Rabazo Ortega, R. y Romero Sanz, A. (Eds.) Pensamientos sociales desde la nueva realidad. (pp. 95-115) Anthropiqa 2.0. https://doi.org/10.1016/S2352-4642(20)30249-2 DOI: https://doi.org/10.1016/S2352-4642(20)30249-2
Gibson, S.J. (2021). Shifting from offline to online collaborative music-making, teaching and learning: perceptions of Ethno artistic mentors. Music Education Research, 23(2), 151-166. DOI: https://doi.org/10.1080/14613808.2021.1904865
Gutiérrez, N., Mercader, I., Carrión, J.J. y Trigueros, R. (2022). Self-Concept and feeling of belonging as predictor variable of the attitude towards the study from the PISA 2018 report. Education sciences, 12 (2), 2-7. DOI: https://doi.org/10.3390/educsci12020091
Hanratty, S. y McNamara, A. (2020). Student Experience: Perspectives on Learning in the University and the Conservatorie (31-44). En Gravett, K., Yakovchuk, N., Kinchin, I. (Eds). Enhancing student-centred teaching in Higher Education. Palgrave Macmillan. https://doi.org/10.1007/978-3-030-35396-4_3 DOI: https://doi.org/10.1007/978-3-030-35396-4_3
Hartnett, M. (2016). Differences in the digital home lives of young people in New Zealand. British journal of Educational Technology, 48(2), 642-652. http://doi.org/10.1111/bjet.12430 DOI: https://doi.org/10.1111/bjet.12430
Hietanen, L. y Ruismäki, H. (2017). The Use of a Blended Learning Environment by Primary School Student Teachers to Study Music Theory. The European Journal of Social & Behavioural Sciences, 19(2), 2393-2404 . https://doi.org/10.15405/ejsbs.212 DOI: https://doi.org/10.15405/ejsbs.212
Huxtable, J. (2022). Music theory in higher education: The language of exclusion? (181-200) Broadhead, S. (eds) Access and Widening Participation in Arts Higher Education. The Arts in Higher Education. Palgrave Macmillan. DOI: https://doi.org/10.1007/978-3-030-97450-3_9
Khan, S. (2019). La escuela del mundo: Una revolución educativa. Ariel.Knopp, S. y Bale, J. (2012). Education and capitalism: Struggles for Learning and Liberation. HaymarketBooks. Li, Q., Li, Z. y Han, J. (2021). A hybrid learning pedagogy for surmounting the challenges of the COVID-19 pandemic in the performing arts education. Educ Inf Technol, 26, 7635-7655. https://doi.org/10.1007/s10639-021-10612-1 DOI: https://doi.org/10.1007/s10639-021-10612-1
López Catalán, L., López Catalán, B. y Prieto Jiménez, E. (2018). Tendencias innovadoras en la formación on-line: la oferta web de postgrados e-Learning y blended learning en España. Pixel-Bit, Revista de medios de educación, 1-15. DOI: https://doi.org/10.12795/pixelbit.2018.i53.06
Martínez-González, J. S. (2021). Aprendizaje virtual: La era E- Learning. Con-Ciencia Serrana Boletín Científico De La Escuela Preparatoria Ixtlahuaco, 3(5), 40-42.
Mays, D., et al. (2018). School belonging and successful transition practice (p. 168-187). En Allen, K.A. y Boyle, C. (Eds.) Paths to belonging. Brill DOI: https://doi.org/10.1163/9789004386969_010
McPherson, G., Miksza, P. y Evans, P. (2017). Self-regulation in music practice and performance. (181-193) In Schunk, D.H y Greene, J.A. (Eds) Handbook of Self-Regulation of Learning and Performance. Routledge. DOI: https://doi.org/10.4324/9781315697048-12
Mills, M. y McGregor, G. (2017). Alternative education. Oxford research encyclopedias: Education. https://doi.org/10.1093/acrefore/9780190264093.013.40 DOI: https://doi.org/10.1093/acrefore/9780190264093.013.40
Mills, M. y McGregor, G. (2016). Engaging students in engaging schools: Lessons from Queensland’s alternative education sector. YANQ
Mills, M. y te Rielle, K. (2018). Teaching in alternative and flexible educational settings. Routledge. DOI: https://doi.org/10.4324/9781351015950
Moffatt, A. y Riddle, S. (2019). Where are they now? Flexi School graduates reflect on their experiences of alternative education. International journal of inclusive education. https://doi.org/10.1080/13603116.2019.1615564 DOI: https://doi.org/10.1080/13603116.2019.1615564
Montessori, M. (1936). The secret of Childhood. Montessori-Pierson Publishing Company.
Neill, A.S. (1960). Sumerhill: Un punto de vista radical sobre la educación de los niños. Fondo de cultura económica S.L.
Neill, A.S. (1966). Hijos en libertad. Gedisa.
Nishanthi Edward, C., Asirvatham, D. y Gapar, M. (2018). Effect of blended learning and learners’ characteristics on students’ competence: Empirical evidence in learning oriental music. Education and information technologies, 23, 2587-2606. https://doi.org/10.1007/s10639-018-9732-4 DOI: https://doi.org/10.1007/s10639-018-9732-4
Pérez-Escoda, A., Iglesias-Rodríguez, A., Meléndez-Rodríguez, L. y Berrocal-Carvajal, V. (2020). Competencia digital docente para la reducción de la brecha digital: Estudio comparativo de España y Costa Rica. Trípodos, 46, 77-96. DOI: https://doi.org/10.51698/tripodos.2020.46p77-96
Riddle, S. y Cleaver, D. (2017). Alternative schooling, social justice and marginalised students: Teaching and Learning in an Alternative Music School. Palgrave Macmillian. DOI: https://doi.org/10.1007/978-3-319-58990-9
Rodicio-García, M. L., Ríos-de-Deus, M. P., Mosquera-González, M. J. y Penado Abilleira, M. (2020). La Brecha Digital en Estudiantes Españoles ante la Crisis de la Covid-19. Revista Internacional De Educación Para La Justicia Social, 9(3), 103-125. DOI: https://doi.org/10.15366/riejs2020.9.3.006
Rodríguez-Quiles, J.A. (2022). La música como simple element decorativo del currículo. Planteamientos performativos en Educación Musical (63-72). En Pauta Ortíz y D’aubeterre Alvarado, L.A. (Eds.). Pedagogías de las artes y humanidades: práxis, investigación e interculturalidad. Editorial UNEA
Roukonen, I. y Rusmäki, H. (2016). E-Learning in Music: A case study of learning group composing in a blended learning environment. Procedia-Social behavioral sciences, 217, 109-115. http://doi.org/10.1016/j.sbspro.2016.02.039 DOI: https://doi.org/10.1016/j.sbspro.2016.02.039
Roukonen, I. (2017). Finish student teachers’ self-assessments of music study in a blended learning environment. The finish journal of music education, 20, 30-39.
Salinas Ibáñez, J., de Benito Crosettii, B., Pérez Garcías, A. y Gisbert Cervera, M. (2017). Blended Learning: Más allá de la clase presencial. RIED. Revista Iberoamericana de Educación a Distancia, 21(1), 195-207. DOI: https://doi.org/10.5944/ried.21.1.18859
Shay, M. y Heck, D. (2015). Alternative education engaging indigenous young people: Flexi Schooling in Queensland. The Australian journal of indigenous education, 44(1), 37-47. https://doi.org/10.1017/jie.2015.8 DOI: https://doi.org/10.1017/jie.2015.8
Shay, M. (2016a). Re-imagining indigenous education through flexi-schooling. En Bland, D. (Ed) Imagination for inclusion: Diverse context of educational practice (pp. 116-125) Routledge. DOI: https://doi.org/10.4324/9781315689913-12
Shay, M. (2016b). Emerging ideas for innovation in Indigenous education: A research synthesis of indigenous educative roles in mainstream and flexi schools. Teaching education, 28(1), 12-26. 10.1080/10476210.2016.1210594 DOI: https://doi.org/10.1080/10476210.2016.1210594
Smyth, J. y Hattam, R. (2004). Dropping off, drifting off, being excluded: becoming somebody without school. Peter Lang.
Smyth, J. y Robinson, J. (2015). “Give me air does not shelter”: Critical tales of policy case of student re-engagement from beyond school. Journal of education policy, 30(2), 220-236. https://doi.org/10.1080/ 02680939.2014.945965 DOI: https://doi.org/10.1080/02680939.2014.945965
zram, A. y van Gammeren, D. (2018). Embracing diversity: The role of asynchronous online learning in building musical communities. UAL Creative teaching and learning journal, 3(2), 142-149.
Tull, S.P.C, Dabner, N. y Ayebi-Arthur, K. (2017). Social media and e-learning in response to seismic event: Resilient practices. Journal of Open, Flexible and Distance Learning, 21(1), 63-76.
Vadeboncoeur, J.A. (2009). Spaces of difference: The contradictions of Alternative Educational programs. Journal of American Educational Studies Association, 45(3), 280-299. http://doi.org/10.1080/00131940902910974 Vadeboncoeur, J.A. y Padilla-Petry, P. (2017). Learning from teaching in alternative al flexible education settings. Teaching education, 28(1), 1-7. http://doi.org/10.1080/10476210.2016.1265928 DOI: https://doi.org/10.1080/00131940902910974
Vadeboncoeur, J.A. y Vellos, R.E. (2016). Re-creating social futures: The role of the moral imagination in student-teacher relationships in alternative education. International Journal of child, Youth and family Studies,7(2), 307-323. https://doi.org/10.18357/ijcyfs72201615723 DOI: https://doi.org/10.18357/ijcyfs72201615723
Vadeboncoeur, J.A., Dady-Rachid, H. y Moghtader, B. (2015). Learning in and across context: Reimagining education. National Society for Study of Education, 113(2), 339-358. DOI: https://doi.org/10.1177/016146811411601401
Valenzuela, R., Codina, N. y Pestana, J.V. (2017). Self-determination theory applied to flow in conservatoire music practice: The roles of perceived autonomy and competence, and autonomous and controlled motivation. Psychology of Music, 46(1), 33-48. DOI: https://doi.org/10.1177/0305735617694502
van Gammeren, D. y Szram, A. (2019). Threshold concepts in online music education: Transforming conservatoire training. Kidmore End: Academic Conferences International Limited. https://doi.org/10.34190/EEL.19.069 DOI: https://doi.org/10.34190/EEL.19.069
Ventura, M.D. (2017). Creating Inspiring Learning Environments by Means of Digital Technologies: A Case Study of the Effectiveness of WhatsApp in Music Education. In: Vincenti, G., Bucciero, A., Helfert, M., Glowatz, M.(eds) E-Learning, E-Education, and Online Training. Lecture Notes of the Institute for ComputerSciences, Social Informatics and Telecommunications Engineering, vol 180. Springer, Cham. https://doi.org/10.1007/978-3-319-49625-2_5 DOI: https://doi.org/10.1007/978-3-319-49625-2_5
Downloads
Published
How to Cite
Issue
Section
License
Those authors who publish in this journal accept the following terms:
- Authors will keep the moral right of the work and they will transfer the commercial rights.
- After 1 year from publication, the work shall thereafter be open access online on our website, but will retain copyright.
- In the event that the authors wish to assign an Creative Commons (CC) license, they may request it by writing to publishing@eagora.org
