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High School of Online Cello Playing:...

Park, Yeil.

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High School of Online Cello Playing: A Quantitative Analysis of Online Music Instruction via Video Conferencing Application.

Record Type:	Electronic resources : Monograph/item
Title/Author:	High School of Online Cello Playing: A Quantitative Analysis of Online Music Instruction via Video Conferencing Application./
Author:	Park, Yeil.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	107 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-11, Section: A.
Contained By:	Dissertations Abstracts International80-11A.
Subject:	Pedagogy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13864816
ISBN:	9781392141595

High School of Online Cello Playing: A Quantitative Analysis of Online Music Instruction via Video Conferencing Application.
Park, Yeil.

High School of Online Cello Playing: A Quantitative Analysis of Online Music Instruction via Video Conferencing Application. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 107 p.

Source: Dissertations Abstracts International, Volume: 80-11, Section: A.

Thesis (D.M.A.)--Arizona State University, 2019.

This item must not be sold to any third party vendors.

Video conferencing applications, such as Skype, have long been used in classroom settings. Although musicians have been conducting online lessons for years, and institutions such as the Berklee School of Music and the Manhattan School of Music offer online music classes, scholarly research concerning online video conferencing music lessons is limited. Most studies of video conferencing lessons are based on subjective answers, making it difficult to yield conclusive results. As such, the only basis to evaluate the efficacy of video conferencing lessons are those from opinions. This study offers quantitative research on online video conferencing lessons. Between September and December 2017, 22 cello students from Muscatine High School received weekly private online lessons. Students filled out surveys using a Likert scale to rate these lessons and how they felt video and audio quality affected them. Students also received in-person lessons during October 23 or 24 to compare this experience to online lessons. The responses collected throughout the semester were compiled and sorted to reveal data trends. Using information derived from the data, this study concludes that online video conferencing lessons were less productive than in-person lessons but were still effective. In addition, average lesson ratings improved significantly after meeting in-person. In conclusion, this study found that online private lessons are feasible for high school students.

ISBN: 9781392141595Subjects--Topical Terms:

2122828
Pedagogy.
Subjects--Index Terms:

Cello

High School of Online Cello Playing: A Quantitative Analysis of Online Music Instruction via Video Conferencing Application.
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300 $a 107 p.
500 $a Source: Dissertations Abstracts International, Volume: 80-11, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
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502 $a Thesis (D.M.A.)--Arizona State University, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a Video conferencing applications, such as Skype, have long been used in classroom settings. Although musicians have been conducting online lessons for years, and institutions such as the Berklee School of Music and the Manhattan School of Music offer online music classes, scholarly research concerning online video conferencing music lessons is limited. Most studies of video conferencing lessons are based on subjective answers, making it difficult to yield conclusive results. As such, the only basis to evaluate the efficacy of video conferencing lessons are those from opinions. This study offers quantitative research on online video conferencing lessons. Between September and December 2017, 22 cello students from Muscatine High School received weekly private online lessons. Students filled out surveys using a Likert scale to rate these lessons and how they felt video and audio quality affected them. Students also received in-person lessons during October 23 or 24 to compare this experience to online lessons. The responses collected throughout the semester were compiled and sorted to reveal data trends. Using information derived from the data, this study concludes that online video conferencing lessons were less productive than in-person lessons but were still effective. In addition, average lesson ratings improved significantly after meeting in-person. In conclusion, this study found that online private lessons are feasible for high school students.
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