The Application of Constructivist Techniques to Online Graduate Music Education Course - PowerPoint PPT Presentation

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The Application of Constructivist Techniques to Online Graduate Music Education Course

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Title: The Application of Constructivist Techniques to Online Graduate Music Education Course


1
Source The Christian Harmony (Compiled by Wm.
Walker - 1873 ed.)
2
The Application of Constructivist Techniques to
an Online Graduate Music Education Course
  • By
  • Dan A. Keast

3
Rationale for Study
  • James Voigt (2001) online courses can access
    out-of-town experts for discussions and guest
    lectures.
  • 1883 1st distance course at U.W.
  • 1932 U. Iowa used TVs in distance ed
  • 1997 Harvard had 10 of its 1.5 billion budget
    from online education
  • Dyrud (2000) virtual universities are popping up
    like mushrooms and that distance education
    offerings in traditional venues are multiplying
    like rabbits.

4
Rationale (continued)
  • University of Phoenix Online
  • 1997 4,700 students
  • 2002 49,400 students
  • 40 minority students
  • Average age is 34
  • 70 undergraduate
  • 26 graduate
  • 65 graduation rate!

5
Related Literature
  • Phipps Merisotis (1999) it seems clear that
    technology cannot replace the human factor in
    higher education.
  • Chickering Ehrmann (1996) good practice uses
    active learning techniques

6
WebQuest
  • Dodge (1996) an inquiry-oriented activity in
    which some or all of the information that
    learners interact with comes from resources on
    the Internet.
  • Six Step Cookbook-Style Recipe
  • Introduction
  • The activity or task at hand
  • The process of the activity
  • Resources or information sources
  • Evaluation of the learners project
  • Conclusion

7
Salmon (2002)
  • E-tivities
  • Access and motivation
  • Online socialization
  • Information exchange
  • Knowledge construction
  • Development

8
Jonassen (1999)
  • Constructivist Learning Environment
  • Problem or project
  • Related cases
  • Information resources
  • Cognitive tools
  • Conversation and collaboration tools
  • Social / contextual support

9
Perkins (1992)
  • Components for a constructivist activity online
    should include
  • Information banks
  • Symbol pads
  • Construction kits
  • Phenomenaria
  • Task Managers

10
Research Questions
  • What services or resources would the participants
    use?
  • Can this method of JavaScript be used to track
    and accurately represent a grad students
    research process?
  • What resources are most popularly used in the
    participants' research process?
  • How often and what time of day do these graduate
    students typically access course materials?
  • Is the method of delivery an issue for the
    students or is it transparent enough to allow
    full investigation of the course material instead
    of learning the technology?

11
Teacher-Research Design
  • Collage page is a metaphor as the entrance for
    the class to explore their classroom
  • 42 Tunebooks, 40 listening examples, 30 web
    pages, tons of hyperlinks, anchors, built-in
    interaction, communication tools, and a checklist
  • JavaScript tracking of participants pages
    visited and times the pages were opened
  • In class presentations were the culminating
    activity
  • Triangulation through tracking logs, pre- and
    post-surveys, and grade from presentation

12
1. What services or resources would the
participants use?
  • Tunebook.html - 19.22 of time (66 hits)
  • Lesson.php - 3.65 of time (61 hits)
  • Gather.html - 1.51 of time (32 hits)
  • Present.html - 4.14 of time (23 hits)
  • External links - 1.30 of time (21 hits)
  • Library homepage - 3.52 of time (17 hits)
  • Classroom.html - 1.84 of time (12 hits)
  • Google.com - 2.39 of time (10 hits)
  • Mailto links - 1.68 of time (9 hits)
  • Music Index Online - 0.36 of time (8 hits)
  • ERIC Database - 2.53 of time (7 hits)
  • Individual tunebooks - 13.54 of time (50 hits)

13
2. Can this method of JavaScript be used to
track and accurately represent a grad students
research process?
  • Researched the topic before viewing the primary
    sources
  • Many did not complete the required readings
    before going into the activity
  • Bonk (2001) future studies of web-based
    conferencing and other forms of online learning
    can benefit from computer logs and surveys.

14
3. What resources are most popularly used in the
participants' research process?
  • Search pages accounted for 12.8
  • Viewing primary sources accounted for 13.5
  • Focus group pages accounted for 32.7
  • Activity-based pages accounted for 28.8
  • Assigned readings accounted for 6.5
  • Communication pages accounted for 2

15
4. How often and how much time do these graduate
students typically access course materials?
  • Total time logged was 28 hours with 482 pages
    viewed
  • Doctoral (2.3 hours) v. Masters (4.2 hours)
  • Average pages viewed by the 8 participants was 60
  • Inter-rater reliability of the presentations was
    r .843 between the two graders

16
5. Is the method of delivery an issue for the
students or is it transparent enough to allow
full investigation of the course material instead
of learning the technology?
  • Technology is an extension of the lesson, not a
    replacement for the educator
  • Russell (1999) learning is not caused by the
    technology but by the instructional method
    embedded in the media.
  • No participants accessed help via the IATS logo
    on the classroom page
  • 1 participant downloaded Adobe 6.0

17
Implications for Educators
  • Less pages with more content
  • Offer several places for students to utilize
    search engines
  • Assigned readings were not correlated to grades
    nor time heavy by these participants
  • More scaffolding on each focus group page instead
    of the classroom metaphor page
  • Primary sources were not viewed until they had
    researched about the sources first

18
Suggestions for Future Research
  • JavaScript issues
  • Disable back button on the browser
  • Hyperlinks do not open in new windows
  • Logging out is essential
  • Pacing of activities
  • Lock topics to be claimed until a certain point
  • Login page should direct to a personalized
    checklist page instead of the metaphor page
  • Presentations
  • Less directed and constructivist in nature
  • Tie to standards in music
  • Emphasize the transfer to their current classroom
  • Larger sample size to corroborate these findings

19
Thank you for attending this dissertation defense!
  • What questions may I answer for you about this
    study?
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