Εκμάθηση Εκτέλεσης Ρυθμικών Σχημάτων σε Παραδοσιακά Κρουστά Όργανα μέσω Εφαρμογής Εκπαιδευτικού Υλικού εξΑΕ σε Ανεστραμμένη Τάξη

Abstract

This study aims to investigate whether a polymorphic educational material, designed, during COVID-19 pandemic, exclusively for online distance education on handling musical instruments, can be used in normal educational conditions, in a Flipped Classroom, enhancing the learners’ performance and participation in the learning process. Specifically, the present empirical research seeks answers regarding whether a distance learning material, designed based on the West and Lionarakis typology and with the aim of being applied to the educational process of learning percussion instruments, can be properly used in the stages of asynchronous as well as synchronous education, in the Flipped Classroom Model, satisfying the main learning objective, that is, acquiring hands-on skills. In order to provide answers to these questions, the educational material was initially designed, in order to be evaluated and given feedback, by experts in Distance Education, as well as by experts in the subject of Music. Finally, the updated material was integrated into an educational scenario, based on the pedagogical model of the Flipped Classroom, and was evaluated by students of the Music High School of Trikala. From the present empirical research, indications emerged that the polymorphism of a quality educational material, designed according to the principles of distance education, is a valuable tool for the conventional education of musical instruments, since it can be used in a Flipped Classroom, thus highlighting the stage of asynchronous as well as the stage of synchronous teaching of the specific method. In addition, the study highlighted that such educational material, on the one hand, contributes to personalized learning, and on the other hand, contributes to a greater extent to the satisfaction of those learning outcomes related to the acquisition of skills in handling percussion instruments, than those learning outcomes related to the understanding of cognitive object. At the same time, it was observed that through the educational activities the students were mobilized and involved to a greater extent in the synchronous than in the asynchronous learning process, while they expressed positive opinions regarding the educational material and the teaching model that was applied.