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Exploring the effect of asynchronous...

Zak, Suzanne Mary.

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Exploring the effect of asynchronous video on student learning and engagement in music E-learning.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Exploring the effect of asynchronous video on student learning and engagement in music E-learning./
Author:	Zak, Suzanne Mary.
Description:	201 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
Contained By:	Dissertation Abstracts International76-10A(E).
Subject:	Music education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3704546
ISBN:	9781321769807

Exploring the effect of asynchronous video on student learning and engagement in music E-learning.
Zak, Suzanne Mary.

Exploring the effect of asynchronous video on student learning and engagement in music E-learning. - 201 p.

Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.

Thesis (Ed.D.)--Teachers College, Columbia University, 2015.

Although the use of online instruction is rapidly increasing, the effects of asynchronous video on student learning and engagement in online music courses are largely unknown. The participants in this study were students who enrolled in a fully online music fundamentals class at a medium sized liberal arts college in the northeastern United States. Qualitative and quantitative data were collected from several sources including successive class assessments such as online quizzes, open-ended interview questions and a discussion forum, as well as a Likert-scale survey consisting of twenty-six items designed for this study, which was administered to students four times during the course. This study was designed to assess the perceptions of students on how asynchronous video influenced their learning and engagement in this online course, as well as how this video tool compared to other online tools. Results were mixed. Quantitative analysis indicated no significant differences in learning or engagement, between classes that used video and those that did not. Similarly, the use of video was not found to be a statistically significant addition to the online course. However, qualitatively, students responded well to video as a tool, indicating that it made them feel more connected to the course and material, effectively humanizing the online environment. It was also noted that higher grades were associated with more time spent online, or in other words with higher engagement. Although video may be a useful addition to online learning, other factors should also be more fully investigated.

ISBN: 9781321769807Subjects--Topical Terms:

3168367
Music education.

Exploring the effect of asynchronous video on student learning and engagement in music E-learning.
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245 1 0 $a Exploring the effect of asynchronous video on student learning and engagement in music E-learning.
300 $a 201 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
500 $a Advisers: Harold F. Abeles; Howard Budin.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2015.
520 $a Although the use of online instruction is rapidly increasing, the effects of asynchronous video on student learning and engagement in online music courses are largely unknown. The participants in this study were students who enrolled in a fully online music fundamentals class at a medium sized liberal arts college in the northeastern United States. Qualitative and quantitative data were collected from several sources including successive class assessments such as online quizzes, open-ended interview questions and a discussion forum, as well as a Likert-scale survey consisting of twenty-six items designed for this study, which was administered to students four times during the course. This study was designed to assess the perceptions of students on how asynchronous video influenced their learning and engagement in this online course, as well as how this video tool compared to other online tools. Results were mixed. Quantitative analysis indicated no significant differences in learning or engagement, between classes that used video and those that did not. Similarly, the use of video was not found to be a statistically significant addition to the online course. However, qualitatively, students responded well to video as a tool, indicating that it made them feel more connected to the course and material, effectively humanizing the online environment. It was also noted that higher grades were associated with more time spent online, or in other words with higher engagement. Although video may be a useful addition to online learning, other factors should also be more fully investigated.
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