The Role of Blended Teaching Method in Vocal Music Learning - is Innovative Behavior a Determinant of Blended Instruction Adoption?

Abstract

The study focuses on inventive behavior as a factor in the acceptance of blended instruction in China and the role that established individual self-determination theory plays in the learning of vocal music. An online and face-to-face survey of 355 employees from various colleges in China was used to acquire the data for the analysis. According to the findings of structural equation modeling (SEM), student competence has a positive impact on educational innovation. The research's conclusions also showed a connection between blended learning, instructional strategies, student aptitude, passion for music education, and educational innovation. The current study uses quantitative research, cross-sectional analysis, explanatory, and close-ended questions based. One goal is to provide a trimming teaching method to academics who are creating their training programs so they can apply it in their lectures. Future research on this subject should employ longitudinal or field testing to show the relationships between the constructs being studied. Important policy suggestions are made, as well as inquiries for additional study and suggested theoretical and practical ramifications.