A Historical Study (2007-2015) on the Adoption of Online Music Courses in the United States

Johnson, Carol

doi:10.1615/intjinnovonlineedu.2021037316

Cited by 3 publications

(3 citation statements)

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“…To provide faculty with the information and knowledge they need to develop skills in ERT, a set of professional development sessions were identified. Professional development has been identified as a strategy that allows users to learn, practice and adopt new strategies, techniques, and the understanding of how to incorporate technology for teaching and learning (Johnson, 2021).…”

Section: Readiness Of Faculty and Staff Toward Remote Educational And Operational Servicesmentioning

confidence: 99%

“…Research shows that training in the use of instructional technology tools, the pedagogy of online learning, as well as online presence has been of great benefit as these increase the success of faculty in the virtual classroom (Johnson, 2021;Morales 2017). The global crisis of COVID-19 had created an express lane that had facilitated the transition to online and blended courses in subjects that before were not even considered make available in these instructional modalities.…”

Section: Topicmentioning

confidence: 99%

“…The global crisis of COVID-19 had created an express lane that had facilitated the transition to online and blended courses in subjects that before were not even considered make available in these instructional modalities. (Beatty, 2006;Johnson 2021;Means et al, 2013;Tallent-Runnels, et al, 2006)…”

Section: Topicmentioning

confidence: 99%

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The Asian Conference on Education & International Development 2021 Official Conference Proceedings

2021

ACEID Official Conference Proceedings

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The UK Government's Department for Education provides state-maintained primary and secondary school places for young people in England. Some parents, however, choose private education, sending their children to fee-paying independent schools, which are not subject to the same government control. These typically have smaller classes and superior facilities to state schools, and although they educate only 7% of all pupils, their alumni occupy a proportionally higher number of seats in government and places at top UK universities. Furthermore, many independent schools hold charitable status, bringing them significant tax benefits, further extending their financial advantage. In 1997 the Labour government charged independent schools with sharing their facilities and their teachers with local state-maintained schools. The first 'independent state school partnerships' (ISSPs) were centrally funded the following year, and by 2017 the Independent Schools Council reported that 88% of its schools were involved in some form of partnership with schools in the maintained sector. While private education divides the main UK political parties, ISSPs have received support from both Labour and Conservative governments since their introduction. There has, though, been little research into their nature or their worth. This paper considers the findings of my study of three English ISSPs, exploring the relationships between schools and the ways they are embracing differences between them. It explores the nature of joint working and what the headteachers, teachers and pupils involved in them understand by the term partnership.

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Section: Readiness Of Faculty and Staff Toward Remote Educational And Operational Servicesmentioning

confidence: 99%

Section: Topicmentioning

confidence: 99%

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The Asian Conference on Education & International Development 2021 Official Conference Proceedings

2021

ACEID Official Conference Proceedings

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A novel probabilistic model: Simulation and modeling the time duration in musical education and engineering

Wang,

Lv,

Zhuang

et al. 2024

Alexandria Engineering Journal

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The Australian Landscape of Online Bachelor of Music Courses Pre-Covid-19

Johnson¹,

Cheok²

2022

Int J Innov Online Edu

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The 2020 COVID-19 pandemic lockdowns and safety precautions resulted in many Australian higher education music courses being taught online. However, it has yet to be established to what extent were music courses offered online pre-pandemic in Australia. Therefore, the purpose of this paper is to identify online music program offerings at the bachelor level in Australia before COVID-19, identify similarities of pre-COVID online music class offerings in Australian universities, and provide implications and recommendations resulting from the findings. Using a document analyses method, findings indicated 20% of Australian bachelor of music (BMus) programs offered one or more core and/or elective music courses for music majors via online (asynchronous) learning prior to January 2020. This implies that during the online teaching that occurred due to 2020-2021 lockdowns in Australia, 80% of BMus programs in Australia were limited in preparedness for the required pivot to online teaching. The implications of online Australian BMus courses are addressed as are the opportunities for supporting music students' digital literacy through online music course offerings. Finally, the paper highlights recommendations for student preparedness, academic staff development, and areas for future research.

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A Historical Study (2007-2015) on the Adoption of Online Music Courses in the United States

Abstract: As we look to forecasting for the future of music education, understanding what has happened historically provides bearing for where we can go, and can elucidate essential elements required to support achievement of these goals.

Cited by 3 publications

References 11 publications

The Asian Conference on Education & International Development 2021 Official Conference Proceedings

The Asian Conference on Education & International Development 2021 Official Conference Proceedings

A novel probabilistic model: Simulation and modeling the time duration in musical education and engineering

The Australian Landscape of Online Bachelor of Music Courses Pre-Covid-19

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