Asset Details
Do you wish to reserve the book?
How do multimedia and blended learning enhance music elective courses? examining the roles of learning attitudes, styles, and teaching presence
Hey, we have placed the reservation for you!
By the way, why not check out events that you can attend while you pick your title.
Oops! Something went wrong.
Looks like we were not able to place the reservation. Kindly try again later.
Are you sure you want to remove the book from the shelf?
How do multimedia and blended learning enhance music elective courses? examining the roles of learning attitudes, styles, and teaching presence
Do you wish to request the book?
How do multimedia and blended learning enhance music elective courses? examining the roles of learning attitudes, styles, and teaching presence
Please be aware that the book you have requested cannot be checked out. If you would like to checkout this book, you can reserve another copy
We have requested the book for you!
Your request is successful and it will be processed during the Library working hours. Please check the status of your request in My Requests.
Oops! Something went wrong.
Looks like we were not able to place your request. Kindly try again later.
Journal Article
How do multimedia and blended learning enhance music elective courses? examining the roles of learning attitudes, styles, and teaching presence
2025
Overview
This study aims to explore the possibility of using Internet resources to enhance the educational effect of music elective courses in colleges and universities. Moreover, this study analysed students’ perception of blended learning mode and their continuous learning intention. The study adopted the Technology Acceptance Model (TAM) and the theory of sustained learning intention as theoretical frameworks, combined with factors such as learning attitude and learning style, to explore the impact of these factors on students’ learning outcomes. The study found that learning attitudes and styles are positively correlated with students continuous learning intention via questionnaire surveys and quantitative analysis, supporting the research hypothesis. The research results are of great significance for optimizing the design and teaching methods of music elective courses, providing theoretical support and empirical basis for promoting innovation in music education.
