Assessment of E-Learning in Vocal Performance Training for Bachelor Students in Music Education Based on Shulman’s Signature Pedagogy

Abstract 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.