Загрузка...
Open Education Studies
ISSN
2544-7831
Издатель
De Gruyter
2 результаты
Показано: 1 - 2 из 2
- Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Pedagogical Design as a Tool to Increase Students’ Learning Motivation During Distance Learning(De Gruyter, 2023-01-01); Elmira S. SultangaliyevaAbstract The introduction and spread of distance learning imply a shift in approaches and methods of its organisation. This affects the methods and goals of the interaction of subjects of educational activity, including their motivation. That is why the question regarding the analysis of educational components and models aimed at increasing the motivation of education applicants is relevant. Based on this, the purpose of the study was formed, which was to investigate pedagogical design in the context of a means to increase students’ interest in the educational process. As a result, the concept of “pedagogical design” was defined in the context of a modern approach to the implementation of educational and professional training of applicants for education. The features of the establishment of the educational environment based on common goals of learning tasks are considered. The study characterised the basics of pedagogical design, namely, the effective formation of goals, scientific, accessibility, self-organisation, and differentiation of the educational process, providing conditions for the development of a person’s experience.Цитирования (OpenAlex) 4Цитирования (OpenCitations) 3 - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Assessment of E-Learning in Vocal Performance Training for Bachelor Students in Music Education Based on Shulman’s Signature Pedagogy(De Gruyter, 2026-01-01); ; Olga BabenkoAbstract This article presents an assessment of e-learning for bachelor students in music education as a means of preparing them for vocal performance, integrating the principles of L. Shulman’s signature pedagogy. The relevance of the study stems from the need to identify pedagogical approaches that enhance the quality of vocal-performance training for future music teachers. The research focuses on the following questions: how bachelor students perceive e-learning in the context of preparation for vocal performance within the framework of Shulman’s signature pedagogy; how an online course for this specialization can be designed; and how its effectiveness can be evaluated. To address these aims, the study employed questionnaires, quantitative methods, comparative analysis of mean values, and ANOVA. The findings indicated an improvement in students’ academic performance and a substantial development of their vocal-performance competencies. However, no significant differences were identified in the level of learning motivation between students who studied online based on Shulman’s signature pedagogy and those who received traditional instruction. Nevertheless, the results expand the theoretical foundation necessary for further research into factors influencing the implicit components of Shulman’s signature pedagogy in the context of digital technologies.