Australian Studies of Video Conference and Video-assisted Instrumental Music Teaching: What Have we Learned?

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This article was originally published as:

Anderson, A., & Northcote, M. (2018). Australian studies of video conference and video-assisted instrumental music teaching: What have we learned? Australian Journal of Music Education, 52(1), 3-18. Retrieved from https://search.informit.com.au/documentSummary;dn=253786773353270;res=IELHSS

ISSN: 0004-9484


130103 Higher Education| 130105 Primary Education (excl. Maori)| 130106 Secondary Education| 130201 Creative Arts, Media and Communication Curriculum and Pedagogy| 130313 Teacher Education and Professional Development of Educators

Avondale Research Centre

Centre for Advancement of the Scholarship of Teaching and Learning

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Technological advances in digital video and videoconference technology around the early 2000s led a number of researchers to investigate the practicalities of using videoconferencing technology for instrumental music teaching in online and blended learning contexts. Technical and instructional strategies were developed and recommendations made concerning the use of desktop video and videoconferencing technology for instrumental music teaching. As a first step in examining the take up and refinement of such strategies and the extent to which research and practice in this field has advanced, this article presents a review of music education literature in conjunction with educational technology literature, with a particular focus on school and tertiary education settings in Australia. Past and present themes are compared in addressing the question: How are desktop video and videoconference-mediated instrumental music teaching strategies being integrated in school and tertiary education settings in Australia?Technological and pedagogical developments are identified along with remaining challenges. Recommendations are made for further research and development of new models for using videoconferencing and video technologies in conjunction with other learning technologies. These recommendations have implications for on-campus and online education in the context of schools and tertiary colleges.


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