ISSN: 2226-6348
Open access
In the digital age, the significance of pedagogy for college vocal music education is evident in its adaptability, engagement promotion, and accessibility enhancement. The approach to implementing online music pedagogy involves leveraging digital tools, fostering interaction, and ensuring effective feedback. This article aims to identify the significance of reforming vocal music education in the context of the digital education, the challenges associated with reform in this context, and improvement measures for vocal music education within the digital environment. The article utilized library research methods to collect and analyze literature from online academic journals and proceedings, thereby improving the depth and quality of its content. The main finding in this research highlight enhanced accessibility and interactive learning experiences. The findings also reveals the importance of reforming vocal music education in the digital era, shedding light on both its opportunities and challenges. It underscores the necessity for real-time interaction, the shortage of digitally proficient educators, and potential resource mismanagement. To elevate vocal music education, the study recommends adopting innovative teaching methods, enriching the curriculum, enhancing faculty capabilities, and promoting heightened college student engagement in online vocal music learning. The online vocal music pedagogy greatly benefits education. It offers global accessibility, personalized learning, flexibility, multimedia resources, real-time feedback, cost reduction, diversity, and inclusive for college students. Further study on online pedagogy for college vocal music education in the digital era could explore the long-term impact of virtual learning environments on skill retention and performance quality.
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(Longlong & Luen, 2023)
Longlong, C., & Luen, L. C. (2023). New Trend in Online Pedagogy for College Vocal Music Education in the Digital Era. International Journal of Academic Research in Progressive Education and Development, 12(4), 923–931.
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