Online Versus Traditional Master of Music in Music Education Degree Programs: Students' Reasons for Choosing

Autor/in	Albert, Daniel J.
Titel	Online Versus Traditional Master of Music in Music Education Degree Programs: Students' Reasons for Choosing
Quelle	In: Journal of Music Teacher Education, 25 (2015) 1, S.52-64 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-0837
DOI	10.1177/1057083714548588
Schlagwörter	Music; Music Education; Masters Programs; Electronic Learning; Online Courses; Conventional Instruction; Enrollment; Student Attitudes; Graduate Students; Distance Education; Focus Groups; Credibility; Teacher Student Relationship; Case Studies; Phenomenology; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Musik; Musikerziehung; Magister course; Magisterstudiengang; Online course; Online-Kurs; Einschulung; Schülerverhalten; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Distance study; Distance learning; Fernunterricht; Glaubwürdigkeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Case study; Fallstudie; Case Study; Phenomenological psychology; Phänomenologie; Psychologie
Abstract	The purpose of this study was to describe the reasons that two matriculated students had for enrollment into either an online or a traditional master of music in music education (MME) degree program. Research questions were the following: (a) What are the reasons each student gave for matriculating into either an online or a traditional MME program? (b) What are these students' perceptions of both types of MME programs? How did those perceptions influence their decisions to matriculate into a respective program, if at all? Reasons for matriculating into a respective program included professional and financial obligations, creating relationships with faculty, perceived flexibility of the online program, and development of musician identity and musicianship. Implications include employing the hybrid course format to create a balance of both types of learning environments. Suggestions for future research include investigating the value that students find in an applied lesson and/or ensemble participation component of an MME program. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01