Evaluating the Learning Ability of a Music Theory Course in a Virtual Learning Environment Within Zhanjiang City, China

Abstract

During the COVID-19 pandemic, the shift to online and blended learning models became imperative for academic institutions. This study evaluated the learning ability in a music theory course within a virtual learning environment. It examined the learning capabilities of 209 junior music majors in Zhanjiang City, focusing on actions, goals, metacognitive experience, and knowledge. It also investigated links between socio-demographics, learning ability, acceptance of virtual music theory learning, and technological proficiency. The findings revealed satisfactory technological profiles, learning ability, and overall learning acceptance. Notably, a positive association existed between technological proficiency and learning acceptance, learning ability, and technological profiles. However, socio-demographics did not show a significant correlation with learning ability. Ultimately, the study emphasized the high acceptance of virtual music theory learning, primarily influenced by participants' technological adeptness.