Toward a Blended Learning Model of Teaching Guitar as Part of Primary Teacher Training Curriculum

Abstract

This study focused on the challenges that students face during the early state of learning to play the guitar. Based on those challenges, a model of blended learning was developed, which provides a solution to how to organize teaching and answer students’ diverse needs with the aim of encouraging our students to take advantage of blended learning environments and styles. Data were gathered with semi-structured theme interviews. The most critical factors in organizing teaching and designing a blended learning guitar course fell into four categories: Instrument specific challenges, heterogeneous group, learning facilities and course structure, and motivation. The results added depth to knowledge of previous studies on e-learning. Students want to have an instrument in hand when they watch instructional videos online; otherwise, they are just watching videos without learning. This indicates a need to define the concept of autonomous learning more specifically. When and where exactly is it supposed to happen? Results of the relationship between face-to-face lessons and e-learning were in line with earlier research, in which both were seen to support each other.