Teaching Music as a University Elective Course through e-Learning

Autor/in	Adileh, Mu'tasem
Titel	Teaching Music as a University Elective Course through e-Learning
Quelle	In: Australian Journal of Music Education, (2012) 1, S.71-79 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9484
Schlagwörter	Prior Learning; Student Attitudes; Teaching Methods; Elective Courses; Electronic Learning; Control Groups; Experimental Groups; Intermode Differences; Conventional Instruction; Pretests Posttests; Achievement Gains; Statistical Significance; Music Education; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Vorkenntnisse; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Elective course; Wahlkurs; Achievement gain; Leistungssteigerung; Musikerziehung; Ausland; Australien
Abstract	E-learning is currently considered one of the most important mediums for instruction. It is an educational tool that seeks to change our educational system from the traditional to the interactive (Sacchanand, 2008). This study will compare students' course achievement and attitudes toward music learning between two course delivery methods: blended and face-to-face (FTF). A pre-test/post-test control group experimental design model was used. Thus, participants were assigned to either experimental or control groups purposefully in order to achieve group equivalency. The study was conducted during the fall of the 2010-2011 academic year. The participants consisted of 179 university students who were taking a music course as a university elective course at Al-Quds University. The experimental group was taught with the blended mode of instruction, which involved using both FTF and online instruction. The control group was taught with FTF instruction alone. Prior knowledge about music was measured in both groups at the beginning of the study. Students' final course scores and attitude scores toward music learning were evaluated at the end of the study. Data were analyzed using independent sample t-tests. A statistically significant difference was found between the FTF and the blended group. The analysis showed that the blended group was more successful than the traditional FTF group in terms of both course achievement and attitudes toward music learning. (Contains 4 tables.) (As Provided).
Anmerkungen	Australian Society for Music Education. P.O. Box 5, Parkville, Victoria 3052, Australia. Tel: +61-3-9925-7807; e-mail: publications@asme.edu.au; Web site: http://www.asme.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10