A framework of utilizing background music in asynchronous learning

Abstract

The purpose of this research is to explore learners’ experiences in their learning while studying with background music in e-learning environment within a variety of academic fields. It aims to find a framework for learners who use background music in asynchronous learning environment. Various sources have been used for data collection such as semi-structured in-depth interviews, and open-ended questionnaire with 15 participants from diverse academic fields. Interpretive Phenomenological Analysis (IPA) was used for analyzing the data. IPA is an approach to psychological qualitative research with an idiographic focus that offers insights into how a given person, in a given context, makes sense of a given phenomenon. Conclusively, four main themes were categorized including activity, meaning, influential people, and research participant’s recommendation. Through axial coding and selective coding, three main factors have been discovered and identified, which are learner, social environment, and metacognitive process that assumed as the affecting factors around the recognized phenomenon. In conclusion this study developed a new framework for learners who are utilizing background music while studying in asynchronous learning environment as well as a definition of background music from the participant’s point of view. The definition of background music is any favorable audio elements rooted in learner’s culture and experiences and change their moods and emotions. The framework can be used to enhance learning through background music.