This paper reports on a dual self-study undertaken by two university music instructors as they reflect on their practice across an 18-month teaching period. It examines the delivery of a second instrument class (woodwind and guitar) across three consecutive semesters. The context of the lessons employed dual-mode teaching, where some students attended the class in real-time as face-to-face (F2F) participants, while others could only attend online via Zoom. This type of delivery is called dual-mode teaching. Using regular reflections, annotations, meetings, and discussion, the two instructors examined the affordances and challenges that arose. They created a detailed overview of key pedagogical, technological, and social considerations that emerged. Overall, both instructors identified the importance of pedagogical design through the creation and the implementation of their dual-mode teaching, whereby the varied needs of students were considered within each lesson through ongoing formative assessment and ongoing feedback about the design of the learning environment. Strategies that enabled sustained application of varied digital technologies with (F2F) students and those online were paramount, fostering the alignment and balance of teaching practices employed to support student well-being and engagement. Technology device management, learning design, student collaboration, assessment, and feedback mechanisms employed to support dual-mode teaching were examined in detail as instructors analyzed their own practice. A range of strategies for camera and audio setup and pedagogy are discussed, coupled with approaches that supported authentic learning.
No takes yet. Share an insight, caveat, or question.
Merrick et al. (2024) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: