Questioning assumptions. Vivienne: A case study of e-learning in music education

Abstract

This article explores the capacity of e-learning to deliver positive outcomes in Music education to pre-service teachers, through the experience of Vivienne, a geographically distant, pre-service teacher studying a four year Bachelor of Education degree. The widely reported characteristics of pre-service teachers studying Music education within Education degrees, including a lack of entry-level experience, and a self-reported lack of confidence and competence in this area, may suggest that programs that enable students to challenge these assumptions will deliver the best outcomes for them. However can such assumptions be challenged in a constructive way in a fully online mode of study, enabling such students to value the role of Music in education? What is necessary for this to occur in this mode? Viviennes experience of e-learning in Music education is characterised by a depth of learning and engagement that enabled her to overcome her fixed ideas of her own musical abilities and to challenge her preconceptions about the value of Music in education. Her case suggests that if this is so for her, then it may be so for others. This article concludes by asking in what ways the affordances of this mode can be harnessed to ensure that what is so in Viviennes case can also be so for others?

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