Educational Practice Studies on Blended Learning Approaches for Teaching World Music Aesthetics in Chinese Universities

Abstract

This study investigates the educational practice studies on blended learning approaches for teaching world music aesthetics in Chinese universities. The research, employing a mixed-methods design, took place in four universities that teach world music and music appreciation, and included 363 students who filled out a survey, 13 key informants, observations of classes, and document reviews. The research integrated blended learning methods, multimedia listening modules, digital archives, online discussions, and video lectures into the teaching and learning processes in order to measure variation in the level of curriculum coverage, the teaching behaviors of instructors, and the learning engagement of students. The findings indicate that, prior to integrating blended learning methods, the design of the course in question focused almost exclusively on Western theoretical approaches, the teaching materials were devoid of lectures that included multiple cultures, and the teaching practice employed a highly lecture-based format with little involvement of students. Following the introduction of blended learning, there was a greater availability of authentic global music resources, a greater diversity of lectures that included multiple cultures, a reduction in the use of a lecture-based format, and a greater involvement of students in the course through collaborative work that was designed to use online resources, the use of multimedia in critical analysis of course content, and participation in reflection on one’s own learning. The study concluded that blended learning increases the potential to design world music courses that promote greater intercultural awareness, active participation, and deeper learning.