Emerging Trends in South African Higher Education: A Critical Analysis of Distance Learning Modalities in Music

Sakhiseni Joseph Yende

doi:10.25159/2663-5895/15087

Authors

Sakhiseni Joseph Yende University of the Western Cape https://orcid.org/0000-0002-7649-2799

DOI:

https://doi.org/10.25159/2663-5895/15087

Keywords:

Collaboration, Distance Learning, Music Education, South African Higher Education, Transformative Learning Theory

Abstract

This study addresses the dynamic shifts in South African higher education, focusing on integrating distance learning into music education. The proliferation of digital platforms has redefined educational paradigms, necessitating a critical examination of its impact on music pedagogy within the South African context. Employing a qualitative critical analysis methodology, this research leverages existing scientific literature to discern patterns, challenges, and opportunities presented by distance learning modalities. Anchored in Jack Mezirow's Transformative Learning Theory, this study investigates emerging trends in distance learning modalities within South African higher education music programmes. Two significant findings emerge: firstly, distance learning fosters student autonomy, enabling self-directed exploration of musical concepts. Secondly, collaborative online environments facilitate cross-cultural musical exchanges, enriching students' cultural understanding and musical proficiency. This study underscores the imperative of harnessing technology for music education in South Africa, emphasising its capacity to democratise access and broaden cultural understanding. The findings contribute to a growing body of literature on transformative learning experiences in music education, offering practical insights for educators and policymakers. As South Africa's educational landscape continues to evolve, this research lays a foundation for the innovative integration of digital platforms, ushering in a new era of inclusive and culturally enriched music education.

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