Flipped Lessons and the Secondary-Level Performance-Based Music Classroom: A Review of Literature and Suggestions for Practice

Autor/in	Weiger, Erich A.
Titel	Flipped Lessons and the Secondary-Level Performance-Based Music Classroom: A Review of Literature and Suggestions for Practice
Quelle	In: Update: Applications of Research in Music Education, 39 (2021) 2, S.44-53 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Weiger, Erich A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8755-1233
DOI	10.1177/8755123320953629
Schlagwörter	Flipped Classroom; Blended Learning; Competency Based Education; Music Education; Program Effectiveness; Educational Technology; Technology Uses in Education; Student Attitudes; Preferences; Teacher Attitudes; Independent Study; Comprehension; Academic Achievement; Teaching Methods; Video Technology + Suchen Sie Ihr Suchwort? Flipped classrooms; Flip teaching; Inverted teaching; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Musikerziehung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schülerverhalten; Lehrerverhalten; Selbststudium; Verstehen; Verständnis; Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The purpose of this literature review was to synthesize relevant research concerning the blended learning and flipped lesson models, and their potential role in performance-based music classrooms. I provide theoretical backgrounds of these models and introduce Puentedura's Substitution Augmentation Modification Redefinition model as a possible framework for implementation. Overall effectiveness and challenges of the blended learning and flipped lesson models are discussed. Finally, research and experience-based suggestions for practice are provided to help music educators implement these learning models in their classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01