Student Behaviour and Performance in Relation to Interaction with On-line Activities in a Postsecondary Music Course

Abstract

This study is an extension of previous research on the infusion of technology into a postsecondary music course to promote the skill of close-listening of music. Due to many in-class hindrances (e.g., time, equipment, acoustics, class size) students in postsecondary music courses do not often experience quality listening opportunities to be able to detect important musical elements. For this study, we developed on-line, supplemental listening activities using Articulate Storyline, Adobe Connect and the virtual world OpenSim. We pretested students on music experience, computer experience and level of self-regulation. At the end of the course, students answered a survey on their enjoyment, tendency to recommend, engagement, perceived increase in understanding of material and whether the activities were worthwhile. In a comparison of 2014 and 2015 results, we found that students with high selfregulation levels rated the above items more positively when the content included more advanced musical concepts. In addition, we found that students who interacted with the supplemental on-line activities and materials achieved higher grades than those who did not. Students who accessed the comprehensive on-line activities close to when the material was presented in class performed better than those who waited until exam time.

Student Response to a Blended Radiology Course: A Multi-Year Study in Dental Education

“…Our findings also indicate that engagement and satisfaction are related in complex ways to a variety of student background factors such as students' motivation, management skills, years of experience as a university student, hours dedicated to other responsibilities such as employment, and the number of courses taken. These findings align with studies of academic motivation (Usher & Morris, 2012;Schunk et al, 2012), self-regulated learning (Boechler et al, 2017;Zimmerman & Labuhn, 2012), active cognitive processing (Clark & Mayer, 2016;Sweller, 2012), and other internal and external conditions and states that learners bring to the learning context (Roehrig et al, 2012). Our study also shows how some of these background factors are related to students feeling overwhelmed with information and resources, which in turn possibly contributes to their disengagement and, not surprisingly, leads them to have a lower preference for blended or online activities or courses.…”