Evaluations in the Moodle-Mediated Music Teaching-Learning Environment
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Evaluations in the Moodle‑Mediated Music Teaching‑Learning Environment Manuel J. Espigares‑Pinazo1 · José M. Bautista‑Vallejo2 · Marina García‑Carmona3
© Springer Nature B.V. 2020
Abstract This study presents the use of automated data analysis procedures in the teaching-learning process, mediated by telematics platforms. It is based on the application of the principles of virtual learning, the use of the Internet and the automation of data analysis of information collected in Moodle. The application of analysis procedures for the assessment of music competences is proposed based on the data collected in an exam administered at the end of the course. The sample of the study consists of 1327 students (n = 1327) in the first year of Compulsory Secondary Education in Spain and measures the level of acquisition of the key competences denominated “cultural and artistic”. The results are subjected to the K-means classification technique. This technique is used to obtain homogeneously distributed conglomerates which allow for an objective evaluation of the levels of acquisition of the key musical competences. Keywords Assessment · Educational software · Free software · ICT · Music education · Telematics resources
1 Introduction Several studies have been published regarding technologies as effective tools for facilitating learning in music (Cho et al. 2019; Hansen 2019; Johnson 2017; Koutsoupidou 2014). Online music teaching and learning represents an emerging, fast-changing environment for * Marina García‑Carmona [email protected] Manuel J. Espigares‑Pinazo [email protected] José M. Bautista‑Vallejo [email protected] 1
Faculty of Humanities, Department of Music, International University of the Rioja, Logroño, Spain
2
Faculty of Education, Psychology and Sport Sciences, Department of Pedagogy, University of Huelva, Huelva, Spain
3
Faculty of Education and Sport Sciences, Department of Didactics and School Organization, University of Granada, Melilla, Spain
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music participation (Kenny 2013). The present research is focused on the field of Applied Telematics of Musical Education (the union of computer technology, telecommunications, education, and music) applied to the level of Compulsory Secondary Education (12 yearold-students). The use of digital technology in the teaching-learning process has multiplied in recent years. New teaching methods, apps, and educative online resources appear every day (Cano 2016; García-Carmona and Marín 2013; López et al. 2020; Moreno-Guerrero, Rondón et al. 2020; Mullins et al. 2016). This fact makes the study of them within the educational sciences quite necessary. In the case of music education, these digital tools provide students with musical comprehension and abilities in a more individualized environment (Bauer 2014; Edward et al. 2018; Hansen 2019). Therefore, the specific use of a telematics platform which favours an elevated level of control of the teaching-learning process is presented. In this process some variabl
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