The Impact of Fully Online Flipped Classrooms on Music Learning Outcomes in the Short Term

Abstract

The outbreak of Covid-19 has spurred a global surge in online education, yet not all subjects are suited for this format, particularly those requiring extensive interaction between teachers and students. This study employed a mixed-methods approach, including questionnaire on learning satisfaction, comparative assessments before and after the course, and semi-structured interviews, to evaluate the effectiveness of a fully Online Flipped Classroom model among 30 students at a well-known art university in China. The 5E model served as the primary instructional framework throughout the teaching process. Quantitative analysis indicated that students were satisfied with the Online Flipped Classroom and demonstrated significant academic improvement at the conclusion of the 12-week course, suggesting that the Online Flipped Classroom, in conjunction with the 5E model, effectively supported students' academic progress in a short period. Semi-structured interviews further revealed students' overall perceptions of the Online Flipped Classroom, presenting a nuanced view of this educational approach. The findings highlight the effectiveness of Online Flipped Classroom in the field of music education, offering new perspectives and suggestions for music educators and valuable insights for post-Covid-19 era teaching strategies.