[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-593929-105":3,"doc-detail-593929-en":81,"detail-sidebar-cat-0-en-105":99},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","australian-society-of-videoconference-for-music-education-incorporated-audio-and-video-assisted-instrumental-music-teaching-what-have-we-learned","Australian Society of Videoconference for Music Education Incorporated - Audio and Video-Assisted Instrumental Music Teaching: What Have We Learned?","","Technological advances in digital video and videoconference systems in the early 2000s sparked research into their use for instrumental music instruction in online and blended learning contexts. The paper develops technical and instructional strategies for desktop video and videoconferencing, then reviews music education literature alongside educational technology literature. Focusing on Australian school and tertiary settings, it compares past and present themes, identifies pedagogical and technological developments and remaining challenges, and proposes recommendations for future research and new integrated learning models.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/australian-society-of-videoconference-for-music-education-incorporated-audio-and-video-assisted-instrumental-music-teaching-what-have-we-learned/593929/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/australian-society-of-videoconference-for-music-education-incorporated-audio-and-video-assisted-instrumental-music-teaching-what-have-we-learned/593929.png","ImageObject",300,407,{"name":42,"@type":43},"Franzy","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",10,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What technologies does the article focus on for instrumental music teaching?","Question",{"text":63,"@type":64},"It focuses on digital video and videoconference technology, especially desktop video and videoconference tools, in online and blended learning contexts.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which education settings are emphasized in the review?",{"text":68,"@type":64},"The review concentrates on school and tertiary education settings in Australia and considers how strategies have been integrated there.",{"name":70,"@type":61,"acceptedAnswer":71},"What main challenges are identified regarding early online videoconferencing?",{"text":72,"@type":64},"Early synchronous tools could be hindered by bandwidth and performance constraints, making video- and webcam-rich interaction difficult, especially for users with low-speed connections.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},593929,1792172029,{"code":4,"msg":82,"data":83},"success",{"doc_id":79,"user_id":84,"nickname":42,"user_avatar":85,"doc_module":4,"category_id":86,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":87,"file_id":88,"file_url":89,"file_type":90,"file_size":91,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":92,"language":93,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":94,"faqs":95,"seo_title":96,"seo_description":12,"update_tm":97,"read_time":98,"preview_page_count":4},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45",8,"a u s t r a l i a n  \na  \ns o c i e t y  \ns  \nAustralian studies of videoconference f o r m u s i c  \nm  \ne d u c a t i o n  \ne  \ni n c o r p o r a t e d  \nand video-assisted instrumental  \nmusic teaching: What have we learned?  \nAlan Anderson  \nUniversity of New England, Australia  \nMaria Northcote  \nAvondale College of Higher Education, Australia  \nAbstract  \nTechnological advances in digital video and videoconference technology around the early 2000s led a number of researchers to investigate the practicalities of using videoconferencing technology for instrumental music teaching in online and blended learning contexts. Technical and instructional strategies were developed and recommendations made concerning the use of desktop video and videoconferencing technology for instrumental music teaching. As a first step in examining the take up and refinement of such strategies and the extent to which research and practice in this field has advanced, this article presents a review of music education literature in conjunction with educational technology literature, with a particular focus on school and tertiary education settings in Australia. Past and present themes are compared in addressing the question: How are desktop video and videoconference-mediated instrumental music teaching strategies being integrated in school and tertiary education settings in Australia?  \nTechnological and pedagogical developments are identified along with remaining challenges. Recommendations are made for further research and development of new models for using videoconferencing and video technologies in conjunction with other learning technologies. These recommendations have implications for on-campus and online education in the context of schools and tertiary colleges.  \nKey words: Music Education, Instrumental, Video, Videoconference, Online, Distance Education  \nIntroduction  \nTurn of the millennium expectations of ICT-assisted learning  \nThe early 2000s heralded a wave of technological advances that inspired researchers to investigate the plausibility of using videoconferencing technology for music teaching. Amid signs of more ubiquitous and higher speed computer networks to come (The New Media Consortium, 2004; Whateley & Russell, 1997) researchers in music education investigated the affordances of videoconferencing for music teaching and learning (Anderson & Ellis, 2001; Anderson & Fitzgerald, 2007; Gordon, Rees, & Leong, 2000; Maki, 2001).  \nThe perceived benefits of these technological advances were expected to extend beyond  \nsolutions for distance education (Brace‐Govan & Clulow, 2000; Postle et al., 2003; Whateley & Russell, 1997). In fact, for some researchers, the term ‘distance learning’ was reaching its use-by date as online learning promised to improve access for all learners irrespective of location. Instead, terms such as blended learning, hybrid learning, integrated learning, flexible learning and e-learning were appearing and continue tobe used today (Broadbent, 2017; Gaskell & Mills, 2015; Owston & York, 2018; Stacey & Gerbic, 2008). Demand for‘flexible learning’ was growing across multiple sectors of education, work and training (Australian National Training Authority, 2000) along with calls for new technological and pedagogical principles and practices that could best leverage the possibilities of new Information  \nand Communications Technology (ICT) (Edwards, Webb, & Murphy, 2000).  \nEarly online learning design and delivery governed by constraints of the technology  \nEarly endeavours in online teaching, especially in higher education settings, often utilised asynchronous communication tools such as discussion boards hosting “asynchronous discussion groups”(Postle et al., 2003, p. 45) more than synchronous videoconferencing. Asynchronous communication was sometimes used to provide flexibility for students and teachers communicating at different times across different time zones, but technical constraints could also be an inhi","cbCaitEXp3hcoOrX","https://ap.wps.com/l/cbCaitEXp3hcoOrX","pdf",265493,16,"English","# Turn of the millennium expectations of ICT-assisted learning\n## Early online learning design and delivery governed by constraints of the technology\n## Evolving technology-assisted music teaching and learning resources","[{\"question\":\"What technologies does the article focus on for instrumental music teaching?\",\"answer\":\"It focuses on digital video and videoconference technology, especially desktop video and videoconference tools, in online and blended learning contexts.\"},{\"question\":\"Which education settings are emphasized in the review?\",\"answer\":\"The review concentrates on school and tertiary education settings in Australia and considers how strategies have been integrated there.\"},{\"question\":\"What main challenges are identified regarding early online videoconferencing?\",\"answer\":\"Early synchronous tools could be hindered by bandwidth and performance constraints, making video- and webcam-rich interaction difficult, especially for users with low-speed connections.\"}]","Australian Society of Videoconference for Music Education Incorporated - Audio and Video-Assisted Instrumental Music Teaching: What Have We Learned? | PDF",1792078200,40,{"code":4,"msg":82,"data":100},[101,105,109,113,118,123,127,130,135,138,141],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":110,"show_sort_weight":111,"slug":112},"Exam",70,"exam",{"id":114,"doc_module":4,"doc_module_name":25,"category_name":115,"show_sort_weight":116,"slug":117},5,"Comic",60,"comic",{"id":119,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":121,"slug":122},6,"Technology",50,"technology",{"id":124,"doc_module":4,"doc_module_name":25,"category_name":125,"show_sort_weight":98,"slug":126},7,"Healthcare","healthcare",{"id":86,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":128,"slug":129},30,"research-report",{"id":131,"doc_module":4,"doc_module_name":25,"category_name":132,"show_sort_weight":133,"slug":134},9,"Religion & Spirituality",20,"religion-spirituality",{"id":133,"doc_module":4,"doc_module_name":25,"category_name":136,"show_sort_weight":133,"slug":137},"World Cup","world-cup",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":139,"show_sort_weight":55,"slug":140},"Lifestyle","lifestyle",{"id":142,"doc_module":4,"doc_module_name":25,"category_name":143,"show_sort_weight":114,"slug":144},19,"General","general"]