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Vivienne is geographically distant and studies within a four-year Bachelor of Education degree using a fully online mode. The study examines assumptions about limited entry experience, and low confidence and competence, and asks how these ideas can be challenged constructively online. 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Vivienne: a case study of  \ne-learning in music education  \nWilliam J. Baker  \nUniversity of Tasmania  \nAbstract  \nThis 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? Vivienne’s 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.  \nHer 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 Vivienne’s case can also be so for others? Key words: E-learning, teacher, online, music  \nAustralian Journal of Music Education 2013:1, 13-22  \nIntroduction  \nE-learning provides many affordances for higher education, including improved access to tertiary education for geographically distant students via ubiquitous communication technologies. However, is e-learning appropriate to all domains? What if broader institutional objectives require an academic to teach in this mode, despite their well-argued and deeply held objections to its appropriateness for the domain? Can e-learning enable pre-service teachers to study constructivist approaches to learning and teaching in Music education? Improved access to higher education is essentially just a starting point for the student. What if students learning  \nin this mode encounter learning and teaching transactions that do not take into consideration the limitations and possibilities of technologymediated, asynchronous learning?  \nThese questions are all valid and important for many academics, however, although most are perhaps implicit in the case study, this article does not specifically seek to address each of them. Rather, it seeks to question the capacity of e-learning to enable pre-service teachers to engage deeply in Music education as a part of their study, and to thereby address some of the fundamental issues of self-efficacy so prevalent amongst these students. The research presented in this article is part of a three year exploration  \nof the perceptions of students studying a unit in Music education within a generalist Bachelor of Education degree. The context and background of the study are outlined in previously published research (Baker 2011a, 2011b, 2012, 2013a, 2013b; Baker & Pittaway, 2012), and will therefore not feature prominently in this article. Rather than presenting an analysis of data from across participant cohorts this article explores the question of capacity through the experiences of Vivienne, a geographically distant, pre-service teacher studying in the e-learning mode.  \nThis article presents literature pertinent to Music education and e-learning, with attention to some of the current imperatives to ensure outcomes for pre-service early childhood and primary teachers. The methodological approach used in this study is outlined, with particular attention to thematic, inductive data analysis, and to the generalisabilty or otherwise of the case study approach. The case of Vivienne is then presented. In conclusion the author returns to the question of the capacity of the e-le","cbCaioGHDiNcOP2u","https://ap.wps.com/l/cbCaioGHDiNcOP2u","pdf",92158,"English","# Abstract\n# Introduction\n# Literature\n# Methodology\n# Case study: Vivienne\n# Conclusion","[{\"question\":\"What concluding question does the article raise about online learning affordances?\",\"answer\":\"It asks how the affordances of the online mode can be harnessed so that what is true in Vivienne’s case can also be true for other pre-service teachers.\"}]","Questioning assumptions - Vivienne: a case study of e-learning in music education | PDF",1792077592,25]