Development of flipped classroom module fcm for music theory instruction: An innovative approach to music education.

ABSTRACT: Conventional lecture-based instruction in music theory often falls short in fostering deep engagement, critical thinking, and applied musicianship-particularly in educational contexts shaped by teacher-centered traditions. This study presents the design, implementation, and empirical evaluation of a Flipped Classroom Module (FCM) tailored to undergraduate music theory instruction in Chinese higher education. Grounded in a tripartite theoretical framework integrating Self-Directed Learning, Course Development Theory, and Collaborative Learning Theory. The module employs a three-phase instructional sequence-pre-class preparation, in-class collaboration, and post-class reflection-delivered through a customized learning management system. A quasi-experimental design (N = 60) compared the FCM g

SUBMITTER: Zhu Q 

PROVIDER: S-EPMC12637912 | biostudies-literature | 2025

REPOSITORIES: biostudies-literature