Revista
de la
Universidad
del Zulia
Fundada en 1947
por el Dr. Jesús Enrique Lossada
NÚMERO ESPECIAL
DEPÓSITO LEGAL ZU2020000153
Esta publicación científica en formato digital
es continuidad de la revista impresa
ISSN 0041-8811
E-ISSN 2665-0428
Ciencias
de la
Educación
Año 12 N° 35
Noviembre - 2021
Tercera Época
Maracaibo-Venezuela
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Digital educational space in the professional training of a musical
art teacher
Myroslava M. Kachur*
Irena A. Dikun**
Myroslava A. Zhyshkovych***
Liudmyla P. Stepanova****
Inna S. Synevych*****
ABSTRACT
The objective of this study was to determine whether higher education institutions, teachers and
students of the specialization in musical art are prepared to create and use the digital educational
space in the educational process. The study involved the following methods: literature review
and analysis of the content of official documents of higher educational institutions that provide
professional training for music teachers; survey; mathematical methods of data processing;
Statistica software package. The research has shown that not all higher educational institutions
have the necessary resources to implement learning in the digital education space. Besides, not
all higher educational institutions teach subjects that help improve students’ digital literacy.
There are also teachers who have difficulties using the digital educational space in the learning
process due to lack of digital literacy. The study demonstrated awareness of the importance of
using the digital educational space in the education of future music teachers. But, it is necessary
to pay attention to improving the digital literacy of all participants in the educational process, as
well as provide educational institutions with proper modern recourses, software, hardware and
equipment, including also computer music technologies and electronic musical instruments.
KEYWORDS: digital literacy; distance education; electronic learning; music education;
educational resources.
*Department of Theory and Methodology of Musical Education, Pedagogical Faculty, Mukachevo State
University, Mukachevo, Ukraine. ORCID: https://orcid.org/0000-0002-9311-5741. E-mail:
mkachyr155@ukr.net
**Department of Art Disciplines, Pedagogical Faculty, Municipal Institution of Higher Education «Bar
Humanitarian Pedagogical College named after MykhailoHrushevsky», Bar, Ukraine. ORCID:
https://orcid.org/0000-0002-9697-0305. E-mail: dikuniren6@ukr.net
***Department of Academic Singing, Faculty of Musicology, Composition, Vocals and Conducting, Lviv
National Music Academy named after M.V. Lysenko, Lviv, Ukraine. ORCID: https://orcid.org/0000-
0003-3432-2641. E-mail: zhyshkomyr1985@i.ua
****Department of Theory and Methodologу of Musical Education, Choral Singing and Conducting,
National Pedagogical Dragomanov University, Kyiv, Ukraine. ORCID: https://orcid.org/0000-0002-
9364-2373. E-mail: liuda453stepanova@gmail.com
*****Separate Structural Subdivision «Humanitarian and Pedagogical Vocational College of Mukachevo
State University», Mukachevo, Ukraine. ORCID: https://orcid.org/0000-0002-1403-6202. E-mail:
gpk3547@yahoo.vom
Recibido: 02/07/2021 Aceptado: 01/09/2021
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Espacio digital educativo en la formación profesional de un
profesor de arte musical
RESUMEN
El objetivo de este estudio fue determinar si las instituciones de educación superior, los
profesores y los estudiantes de la especialización en arte musical están preparados para crear
y utilizar el espacio educativo digital en el proceso educativo. El estudio contó con los
siguientes métodos: revisión de la literatura y análisis del contenido de los documentos
oficiales de las instituciones de educación superior que brindan formación profesional a los
profesores de música; encuesta; métodos matemáticos de procesamiento de datos; paquete de
software Statistica. La investigación ha demostrado que no todas las instituciones de
educación superior tienen los recursos necesarios para implementar el aprendizaje en el
espacio de la educación digital. Además, no todas las instituciones de educación superior
enseñan materias que ayudan a mejorar la alfabetización digital de los estudiantes. También
hay profesores que tienen dificultades para utilizar el espacio educativo digital en el proceso
de aprendizaje debido a la falta de alfabetización digital. El estudio demostró conciencia de
la importancia de utilizar el espacio educativo digital en la formación de futuros profesores
de música. Pero es necesario prestar atención a mejorar la alfabetización digital de todos los
participantes en el proceso educativo, así como proporcionar a las instituciones educativas
los recursos, software, hardware y equipos modernos adecuados, incluidas también
tecnologías de música informática e instrumentos musicales electrónicos.
PALABRAS CLAVE: alfabetización digital; competencia digital; la educación a distancia;
instrumentos musicales electrónicos; plataforma de aprendizaje; recurso electrónico.
Introduction
The search for optimal methods and approaches to teaching future music teachers was
carried out in different countries, in particular, in European countries such as Poland,
Germany, France, Sweden, Finland, Norway, Great Britain, Greece.
The main prerequisites for the introduction of digital technologies in education are:
their emergence; one of the principles of sustainable development is lifelong learning,
including self-education; the growing popularity of the introduction of gamification in the
educational process; gadgetisation, etc.
Digital educational space performs the following functions: information and
methodological support of the educational process; planning the learning process and
providing it with the necessary resources; quality assessment and recording of learning
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outcomes; search, collection, analysis, processing, storage and submission of information;
remote communication between participants in the educational process, as well as
communication between various educational institutions and other organizations that can
help improve the effectiveness of learning.
Information culture has become an integral part of culture. It is necessary to combine
traditional forms of education with digital in order to build effective interaction of
participants in the learning process based on the interests of modern students, for whom the
digital technological environment is comfortable.
The question of the use of digital educational space in higher educational institutions
of Ukraine, where future specialists acquire professional competencies, remains open. The
aim of this work was to investigate the degree of readiness of higher educational institutions
of Ukraine to use the digital educational space in training music teachers. Achieving the aim
involved fulfilling the following objectives:
1) study whether higher educational institutions that train music teachers have the
necessary resources for the use of digital educational space in the educational process;
2) through survey of teachers and students determine their readiness to use the digital
educational space and the degree of its use in the educational process of training music
teachers.
1. Literature review
In today’s information-rich world, a successful person is one who has digital
competencies (Henseruk and Martynyuk, 2019, Koukopoulos and Koukopoulos, 2019),
which describe a person as one who can think logically, manage information and have the
skills to work with digital technologies.
The digital educational environment contributes to the development of digital
competence of participants in the learning process (Henseruk and Martynyuk, 2019;
Maymina et al., 2018). But it requires compliance with the following rules when creating
it (Henseruk and Martynyuk, 2019): a student is an active subject of knowledge, who has
some experience and individual characteristics, which should be directed to self-education
and professional self-development not only during student years, but throughout life. After
graduating from a pedagogical institution, the future music art teacher should acquire the
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following professional competencies: the ability to use techniques to activate student’s
cognitive activity, thereby promoting the development of intelligence(Artemieva et al., 2020;
Morozov and Kozlov, 2019); knowledge of the psychological and pedagogical features of the
aesthetic and educational process and promotion of the comprehensive development of
students by means of art; the ability to apply an individual approach to each student in order
to meet their creative needs; have ICT user skills and apply them in the learning process, etc.
(Prokopchuk, 2020).
Digital competencies that need to be developed in future teachers (Henseruk and
Martynyuk, 2019): the ability to recognise and use digital educational resources depending
on the goals and objectives of learning; ability to generate interactive tasks using digital
resources; ability to carry out research using digital technologies; ability to organise and
participate in group interaction in a digital educational environment; ability to motivate
students to creative use of digital space (Cordie et al., 2021); ability to transfer the traditional
educational process into the digital educational environment (Henseruk and Martynyuk,
2019, Mitchell and Appleget, 2021; Mullabayev et al., 2021)). ICTs also contribute to the
development of the following competencies in future music teachers: independent musical
thinking, building an auditory model of interpretation of a musical work, etc. (Havrilova et
al., 2019).
Digital competence is also related to: understanding the structure and ways of
interaction of digital technologies; awareness of the possibilities of digital technologies for
innovative activities; assessing the reliability of information; skills and abilities to work with
different programmes (Erstad and Silseth, 2019; Henseruk and Martynyuk, 2019).
Literature review on the topic of this study showed that there is no single approach to
the definition of “digital educational space”. Some scholars (Bayanov et al., 2019) understand
the digital educational space of the educational institution as digital technologies of the
online community of teachers and students. In this paper, an educational system with the
following components will be considered as digital educational space: educational resources
in electronic form (lecture texts, plans of seminars and practical classes, tasks for practical
work, discussion topics, electronic libraries, catalogues, audio, video recordings, repositories,
etc.); ICT (for example, various digital technical means, educational digital platforms, etc.),
which make the interaction of the subjects of the educational process in the educational
space possible (holding webinars, online conferences, consultations, etc.).
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In order for a future music teacher to be able to adapt in the modern information space,
it is necessary to introduce the subject Theoretical Foundations of Information Culture or
Music Informatics into the curriculum (Gorbunova and Bazhukova, 2020). The main
technical means should be music computer technology and electronic musical instruments.
Increasing the efficiency of the use of digital educational space requires high information
literacy of all participants in the educational process, so it is advisable to pay attention to the
special information training of teachers.
The penetration of digital technologies into the art of music has led to the emergence
of new prospects (Bowen et al., 2018) and the transition of the learning process to a higher
level (Gorbunova and Hiner, 2019). Music computer technologies, keyboards, synthesizers,
multimedia computers, etc. have become widely used (Gorbunova and Plotnikov, 2018).
Their capabilities allow to improve musical skills in the course of interaction with a music
computer (Gorbunova and Hiner, 2019), as well as led to the emergence of new, non-
traditional technologies for performing musical works (Gorbunova, 2018).
To date, a number of interactive learning systems have been developed and used in
music schools and clubs. These include (Gorbunova and Hiner, 2019, p. 125): Soft Way to
Mozart, Music in Digital Space, Music and Informatics, Murzilka: The Lost Melody, Clifford:
Guess the Melody, Music Class: Play and Learn, Ear Master School, Ear Power, Sight-Singing
Trainer. Interactive learning systems have specialised software that allows using a computer
and a connected numeric keypad as a musical instrument, while the music computer has a
graphics card, has the ability to create computer graphics, animation, interact. It is also
possible to support such activities as singing, playing musical instruments, composition and
recompilation of music, they can be used in music-related areas of culture and art — theatre,
choreography, music videos, etc. (Gorbunova and Plotnikov, 2019). However, the main
purpose of, for example, the learning system Soft Way to Mozar" is to teach its users to play
keyboard instruments (Gorbunova and Hiner, 2019). A number of mobile applications have
also been developed (Zimmermann et al., 2019), such as Practicia (Wagner, 2017).
Music computer technology also allows applying all the experience of traditional
music teaching in a distance form (Gorbunova and Pankova, 2020). Besides, ICTs allow all
creative individuals to interact on a global scale, share experiences and be inspired by new
achievements. It is necessary to have appropriate skills in working with ICT to be able to use
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the global digital creative environment (Gorbunova and Hiner, 2019; Gorbunova, and
Pankova, 2020).
As Gorbunova and Pankova (2020) demonstrated through teaching the subject
Computer Technology in Music Education, music computer technology has software for
musical creativity: arrangements, audio and video editors, sound libraries, virtual
synthesizers, audio processing programmes, video recording programmes, audio file content
analysis programmes, etc. They also have the tools needed to conduct a test of acquired
knowledge of musical subjects. For example, music computer technology can be used for
interactive testing, which includes questions from theoretical material, auditory
assignments, musical dictation, etc.
The introduction of special music platforms, such as ConservatorioVirtual.com, into
the educational space of music teachers is also promising (García-Gil and Andreu, 2017).
Another advantage of information technology is that it makes learning accessible to
everybody (Gillett‐Swan and Sargeant, 2018), and for people with disabilities (Tohara,
(2021), for example, with visual impairments (Gorbunova and Voronov, 2018), as well as
during natural disasters (Tudor and Popescu, 2020). Scholars have considered and classified
the benefits and risks of implementing digital technologies in the educational process
(Bayanov et al., 2019; Kratus, 2019).
It is also proposed to focus on the needs of the majority of students in music education
provided in schools, rather than trying to grow 0.1% of musical geniuses, ignoring the
interests of 99.9% of students who are forced to study music at school and acquire knowledge
and skills which they will never need in adult and professional life (Kratus, 2019).
Researchers propose to include social networks, in particular, YouTube, in the digital
educational space of professional training of music teachers, which will contribute to an even
deeper immersion in the world of music art (Smith and Secoy, 2019).
2. Methods
The research procedure contained the following components:
1) The available resources for the creation of digital educational space in pedagogical
education institutions that train teachers of music art were identified. In particular, they
found out whether there are electronic libraries, music computer technologies, electronic
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musical instruments in the studied HEIs. Besides, it was found whether digital educational
platforms are used in the training of future teachers. It was also found out whether students’
digital literacy is being enhanced through the study of subjects related to the use of ICTs in
education and music.
2) A closed-ended questionnaire was created and a survey of teachers of specialised
subjects in the major Secondary Education (Music Art) was conducted to determine their
attitude to the use of digital educational space in the educational process, as well as their
capabilities for the use of ICTs, music computer technologies and electronic musical
instruments, as well as whether there are difficulties when working in the digital educational
space.
3) A closed-ended questionnaire was created and a survey of students majoring in
Secondary Education (Music Art) was conducted to find out how common among students
is work in the digital educational space, whether ICT, music computer technologies,
electronic musical instruments are used in the learning process and how they affect learning
outcomes, as well as the acquisition of knowledge, skills and abilities necessary for the future
professional activity of music teachers.
The first stage of the research involved content analysis of the official websites of the
sample universities to identify the necessary informational, digital, theoretical,
methodological and technical support that allows forming a digital educational space to train
future music teachers. Besides, the content of educational and professional programmes and
curricula for music teachers was analysed to identify subjects that contribute to improving
the digital literacy of students needed for effective learning in the digital educational space.
The second and third stages of the study provided for the creation of questionnaires
and conduct of surveys of teachers and students. The sample consisted of ten higher
educational institutions of Ukraine selected at random according to one criterion — training
in the major Secondary Education (Music Art). The sample included the following HEIs:
Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, Berdyansk State
Pedagogical University, Volodymyr Vynnychenko Central Ukrainian State Pedagogical
University, South Ukrainian National Pedagogical University named after K.D. Ushynsky,
Ukrainian Engineering Pedagogics Academy, H.S. Skovoroda Kharkiv National Pedagogical
University, Pavlo Tychyna Uman State Pedagogical University, Taras Shevchenko National
Pedagogical University of Chernihiv, Borys Grinchenko Kyiv University, V.O. Sukhomlinskiy
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National University of Mykolaiv. The sample also included seventeen teachers of the studied
HEIs who teach specialised subjects to students majoring in Secondary Education (Music
Art), and 163 students studying in the selected HEIs in this major. The distribution of the
sample by HEIs was as follows: 1-2 teachers from each selected educational institution of
different ages, work experience, scientific degree and position; and 15-20 students from each
studied HEI aged from 18 to 30 of the 3
rd
-4
th
years of study.
The obtained results were processed in Statistica software.
3. Results
Students need knowledge and skills in the field of modern ICT to effectively use the
digital educational space to meet educational information needs.
In this paper, the prerequisites for creating and using digital educational space of
research institutions were identified through the content of websites of Ukrainian
pedagogical HEIs which provide educational services to future teachers of music, as well as
curricula and educational and professional programmes. The obtained results are
summarised in Table 1.
Table 1. The identified conditions for the creation and use of digital educational space in the
sample universities
HEI
Subjects that promote digital
literacy
Availability
of e-library
Source of
information
Vinnytsia
Mykhailo
Kotsiubynsk
yi State
Pedagogical
University
Innovations and Technologies
in Contemporary Art
Yes
http://vspu.edu.
ua/
Organization of the
Educational Process in the
Digital Learning Ecosystem
Methods of Developing and
Using Electronic Courses
Digital Environment Ecology
Distance Education Product
Management
Digital Innovative
Technologies
Work with Electronic Courses
Digital Technologies for
Graphic Image, Animation and
Video Processing
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Modern Digital Technologies
and Media Education
Distance Learning Software
Modern Information
Technologies (for professional
purposes)
Berdyansk
State
Pedagogical
University
Modern Information
Technologies (for professional
purposes)
Yes
https://bdpu.
org.ua/
Volodymyr
Vynnychenko
Central
Ukrainian
State
Pedagogical
University
Music and Information
Technologies
No
http://kspu.kr.
ua
South
Ukrainian
National
Pedagogical
University
named after
K.D.
Ushynsky
Innovative Technologies of
Teaching Art
Yes
http://pdpu.edu.
ua/
H.S.
Skovoroda
Kharkiv
National Ped
agogical
University
Music Informatics (elective)
No
http://pu.ac.
kharkov.ua/
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Pavlo
Tychyna
Uman State
Pedagogical
University
Music Informatics
Yes
http://www.
udpu.org.ua/
Taras
Shevchenko
National
Pedagogical
University of
Chernihiv
ICT in the Field of Music Art
Yes
http://chnpu.
edu.ua/
Digital Musical Instruments
Borys
Grinchenko
Kyiv
University
Music Informatics
Yes
V.O.
Sukhomlinskiy
National
University of
Mykolaiv
Music Informatics (elective)
Yes
Nizhyn
Mykola
Gogol State
University
Information Learning
Technologies
Yes
http://www.
ndu.edu.ua/
Music Informatics
Table 1 shows that all HEIs included in the sample of this study provide educational
services in the major Secondary Education (Music Art). 100% of the curriculum provides for
the development of digital literacy of future music teachers through the following subjects:
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Music Informatics, Modern Information Technology, ICT in the Field of Music Art,
Multimedia Technologies in Art Education and others. However, in 30% of HEIs these
subjectsare elective.
The vast majority of HEIs use the traditional form of education: lectures, seminars,
practical and individual classes, independent work and consultations, and assessment in the
form of written or oral exams and tests, presentations, defence of internships, term papers,
etc.
However, according to the information posted on the official websites, all HEIs of the
sample also use digital teaching aids, in particular Moodle digital learning platform, through
which the participants of the educational process interact in digital format by placing
educational and methodological complexes of studied subjects, audio, video materials,
repository, as well as online consultations, conferences, etc.
As the analysis of curricula and educational professional programmes showed, not all
selected HEIs pay attention to the development of such knowledge, skills and abilities of
future music teachers as knowledge of modern music computer programmes designed for
sound processing, knowledge of sound recording, knowledge of music editors, skills and
abilities to work with sound equipment, skills and abilities to use a computer as a music
studio, skills of recording and processing sound using digital technologies, knowledge, skills
and abilities to use music resources on the Internet.
This work also involved a survey of teachers and students of HEIs included in the
sample. Sample description by age, gender and occupational characteristics are given in Table
2.
Table 2. Sample description
Total
Men
Women
Age
18 - 24
25 - 34
35 - 44
45 - 54
55 - 65
Lecturers/professors:
17
5
12
2
3
6
5
3
PhD, Associate Professor
11
3
8
0
1
3
4
3
Lecturer, demonstrator
6
2
4
2
2
3
1
0
Students
163
48
115
154
9
0
0
0
The results of the survey conducted among teachers of the studied HEIs are presented
in Table 3, and among the students of the sample — in Table 4.
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Table 3. The results of the survey of teachers
Ite
m
No.
Questions of the questionnaire for students
Number/percentage of
responses:
“Yes”
d
“No”
1.
Do you have the necessary ICT skills?
16 / 94 %
768
1 / 6 %
2.
Do you have the necessary skills to work with
music computer technology?
10 / 58 %
552
7 / 42 %
3.
Do you have the necessary skills and abilities to
work with electronic musical instruments?
8 / 48 %
554
9 / 52 %
4.
Do you prefer traditional and blended learning?
13 / 76 %
338
4 / 24 %
5.
Do you use the resources of the digital
educational space in the learning process?
16 / 94 %
916
1 / 6 %
6.
Are there difficulties in organising learning in
the digital educational space due to lack of
digital literacy?
7 / 42 %
736
10 / 58 %
7.
Do you use music computer technology in your
learning process?
5 / 29 %
1349
12 / 71 %
8.
Do you use electronic musical instruments in
the learning process?
4 / 24 %
1235
13 / 76 %
As Table 3 shows, 6% of the surveyed HEI teachers do not have sufficient knowledge,
skills and abilities to work with ICT to organise the educational process in the digital
educational space of the university. However, 94% of teachers use the resources of the digital
educational space in the educational process, the same number of respondents prefer
traditional and blended forms of learning, because not all have sufficient skills to organise
teaching and learning in the digital educational space so that students are interested in the
subjects studied, motivation to study was not lost and, as a result, success was not reduced.
Only 24% of teachers use electronic musical instruments in class, although 58% of
respondents know how to work with them. The reason for this may be the low technical
provision of pedagogical education institutions with modern information technologies that
can be used in the training of future music teachers, in particular in the digital educational
space. Intergroup variance d is the weighted sum of squares of deviations of group means
from the general mean, due to the heterogeneity of the sample, namely the different
conditions for creating a digital educational environment in different HEIs, is given in Tables
3, 4.
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Table 4. The results of student surveys
Item
No.
Questions of the questionnaire for students
Number/percentage of
responses:
“Yes”
d
“No”
1.
Are digital resources available in your higher
educational institution?
160 / 98 %
739
3 / 2 %
2.
Do you use digital educational resources in
preparation for classes?
134 / 82 %
984
29 / 18 %
3.
Do you use digital educational resources during
classes?
155 / 95 %
659
8 / 5 %
4.
Are ICT skills sufficient to use digital
educational resources?
147 / 90 %
371
16 / 10 %
5.
Are there web conferences, webinars held
between participants of the educational
process?
155 / 95 %
976
8 / 5 %
6.
Is distance learning sufficiently organised?
132 / 81 %
983
31 / 19 %
7.
Are digital learning platforms used for learning?
161 / 99 %
912
2 / 1 %
8.
Do you have experience with music computer
technology?
51 / 31 %
1397
112 / 69 %
9.
Does the use of ICT in learning have a positive
impact on learning outcomes?
119 / 73 %
329
44 / 27 %
10.
Are there risks to learning in the digital
educational space?
47 / 29 %
457
116 / 71 %
11.
Are electronic musical instruments used in the
learning process?
33 / 20 %
1541
130 / 80 %
12.
Is there enough theoretical and methodological
digital support for successful learning in the
digital educational space of your university?
134 / 82 %
813
29 / 18 %
13.
Are the acquired ICT competencies sufficient
for the future professional activity of a music art
teacher?
116 / 71 %
589
47 / 29 %
A survey of students showed that 90% of them have the skills and abilities to work
with ICT that are sufficient to use them in learning through the digital educational space,
but only 82% of students use digital resources in preparation for classes; 20% of students say
that electronic musical instruments are used in the classroom, and 31% are familiar with
computer music technologies.There are 81% of students believing that distance learning in
their educational institution is conducted at the appropriate level, 82% believe that
theoretical material in digital format is sufficient for successful learning in the digital
educational space, and according to 71% of respondents, their skills and abilities to work
with ICT are already enough for future professional activity.
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It was found that the standard deviation from the mean percentage of positive
responses to the same question in different universities was different. In this case, the
intergroup variance, which describes the fluctuations of these groups, and intragroup
variance, which describes the fluctuations caused by random factors not taken into account,
are not equal, which indicates the invalidity of the null hypothesis.
Besides, calculation of the value of
through chi-square test when answering the
questionnaire “Are there enough ICT skills to use digital educational resources?”, “Does the
use of ICT in learning have a positive impact on learning outcomes?” in selected HEIs, where
the study of Music Informatics is mandatory for all students

(1)
compared with

(2)
obtained for universities, where the study of this subject is elective, found that
(3)
This may indicate that there is reason to believe that there is some connection
between the study of this subject and students’ interest in using the digital educational space
in the learning process.
4. Discussion
One of the components of the digital educational space is distance learning. The
National Academy of Managerial State of Culture and Arts remotely teaches the following
subjects: History of Music, Fundamentals of Musical Composition in Choreography, Current
Issues of Contemporary Music Performance, Contemporary Ukrainian Music, and at the
National Pedagogical Dragomanov University — Polyphony, Vocal, Methods of Music
Education, etc. (Havrilova et al., 2019).
Havrilova et al. (2019) share the experience of distance teaching the course Basic
Musical Instrument (Piano) to future teachers of music. It included theoretical (lecture texts,
multimedia presentations, tables, diagrams, audio, video, photos and reproductions of works
of art), practical parts, independent work of students, control of knowledge and skills in the
form of testing conducted in MOODLE learning environment, which allows testing the
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theoretical material leant, as well as the acquired ability to recognise musical compositions
that can be listened to in this digital learning environment.
In the training of music teachers, ICTs help to immerse oneself in the life of a composer
thanks to the following opportunities (Havrilova et al., 2019): finding the necessary
information, listening to works, viewing photos and videos, etc. They also allow finding and
listening to different interpretations of the same work, use electronic libraries of musical
information, record one’s own performance of musical works for its analysis, observe the
relationship between music and painting. The experiment of introducing a distance form of
learning in the study of Basic Musical Instrument (Piano) showed that despite the various
methodological possibilities of ICTs, acquiring practical skills and abilities to play an
instrument is not possible through this form of learning only. Therefore, a combination of
distance and traditional forms of learning is proposed (Havrilova et al., 2019), which involves
interaction between participants in the learning process not only by means of ICT, but also
face to face.
According to a survey (Kuznetsova and Azhmukhamedov, 2020), the digital
educational space can be dangerous in terms of negative impact on the physical health of
participants in the learning process (for example, musculoskeletal system, brain, skin,
respiratory system, cardiovascular system, etc.), as well as their psycho-emotional
state (increased nervous tension, sleep disturbances, irritability) and cause risks that can be
attributed to social (in particular, reduced motivation to learn). Researchers are studying the
social and anthropogenic risks of digitalisation of the educational environment (Baeva and
Grigorev, 2020).
Despite a number of risks posed by the use of the digital learning environment, surveys
(Kuznetsova and Azhmukhamedov, 2020) showed that 90% of respondents consider digital
education a promising alternative to traditional one, and 64% believe that the digital learning
environment has a positive impact on learning outcomes.
Kamahina et al. (2019) conducted a survey of teachers to determine their readiness to
effectively use the digital educational space in the educational process, which showed that
more than 90% of respondents use digital tools in the educational process, such as electronic
textbooks, digital educational environments and online services. In addition, the survey
showed a high level of information literacy of respondents, almost 100% confident in their
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information competence. And about 67% consider the digital educational space a highly
effective tool for improving the level of acquired knowledge, skills and abilities of students.
The opinion of students about the effectiveness of the use of digital educational
environment in teaching almost coincides with the opinion of teachers, about 60% of US
students surveyed believe that the most effective combination is traditional forms of learning
with digital ones (Sorokova, 2020). The latter have such advantages as access to training
materials and assignments at any convenient time, online testing; possibility of consultations
with the teacher, receive and perform assignments in the digital space, hyperlinks to various
sources of information and video lectures of teachers, etc. Similar studies conducted through
Likert scaling (Borisova, 2020) showed that the vast majority of students consider online
testing as an adequate form of assessment of acquired knowledge and skills. In general,
according to students, digitalisation helps to improve the learning process.
According to the computer scale of self-efficacy perception and the scale of evaluation
of attitudes to digital technologies, a study was conducted among 102 students majoring at
Music Art and found a relationship between the level of perception of ICT efficiency and
attitudes to digital technologies (Gudek, 2019).
Gorbunova and Bazhukova(2020) showed that there is a mismatch between the level
of knowledge, skills and abilities of information technology teachers of music faculties to
modern requirements for the use of digital technologies in the educational process, as well as
between the level of professional training of future teachers provided in the relevant
educational standards and methodological support of the digital educational environment,
which uses music computer technology and electronic musical instruments.
An experimental study conducted at a Finnish school (Juntunen, 2017), which was
based on the use of tablets in music lessons, showed that the use of information technology
in music lessons helps to increase student activity in creative activities. An experiment
conducted among students of pedagogical universities (Hiner and Gorbunova, 2019) showed
that all participants learned to play the piano with both hands thanks to Soft Way to Mozart,
and 91% of them could reproduce the works studied in this way on acoustic piano.
In general, there is an intention (Belonovskaya et al., 2020) to unite the digital
information space of all universities in the country into a single educational space. This will
allow for the unhindered exchange of experience and equal opportunities for quality
education, regardless of geographical location.
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The research conducted in this paper showed that the effectiveness of the use of digital
educational space in the educational process depends on many factors. For example, the
information literacy of all participants in the learning process, as well as digital information
and technical provision of universities.
Conclusions
The use of new forms and technologies of teaching and learning, in particular digital
ones, which allow optimizing the educational process and promote the acquisition of the
necessary competencies for future professional activities is an urgent and priority task of
educators.
A study conducted in this paper showed that not all higher educational institutions
that train music teachers have the full resources needed to use the digital educational space
in the educational process, while not all teachers and students have a sufficient digital
literacy. At the same time, sometimes there are no subjects that contribute to its development
in educational and professional programmes and curricula. The study also showed that in
order to increase the efficiency of the use of digital educational space, it is necessary to
provide educational institutions, including music faculties, with the necessary technical
means, such as computer music technologies, electronic musical instruments, etc.
The results of this study can be useful for heads of educational institutions, teachers
and students involved in the educational process, actively using the digital educational space,
as well as scholars looking for ways to optimise the learning process, including training music
teachers. The study showed the imperfection of the digital educational space for training
music teachers, so future research should deal with finding ways to improve it, as well as
monitoring changes due to the rapid development of ICT in order to timely introduce them
into the training of future music teachers.
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