Teaching Music Appreciation Online

2019 ◽  
Author(s):  
Bethanie L. Hansen
Keyword(s):  
Online Education ◽  
Modular Form ◽  
Interactive Learning ◽  
Learning Opportunities ◽  
Music Appreciation ◽  
Teaching Online ◽  
Face To Face ◽  
Teaching Music ◽  
Online Format ◽  
Digital Or

In this book, readers will learn practical tips and strategies to teach music appreciation online. As online education is a growing field, an increasing number of teachers trained in traditional/live methods find themselves now teaching online and potentially without mentors to assist them. Students are also changing, seeking highly engaged, relevant, and interactive learning opportunities that connect to their lives. Here, readers will find helpful guidance in planning curriculum; integrating multimedia assets; designing forum discussions; developing assignments; preparing rubrics; engaging in forum discussions; preparing, managing, and teaching the course; providing feedback and grading; and following up with struggling and challenging students. The book can serve as a resource to those already teaching music appreciation online or as a comprehensive guide to those new to the field. Additionally, it may serve as a resource to instructors in other disciplines who seek to shift live courses to the online format, as well as music appreciation instructors who would like to integrate digital or online components into traditional face-to-face courses. The book is organized into five major sections, designed to guide the novice online educator in-depth while also appealing to the seasoned veteran through the ability to review each section as a stand-alone resource. Although some readers will desire to read from cover to cover, they will also be able to move in a nonlinear manner from chapter to chapter, using chapters in modular form, in order to benefit from the sections that most apply to them at any given time.

Philosophy and Mindset for Online Education

2019 ◽  
pp. 27-50
Author(s):  
Bethanie L. Hansen
Keyword(s):  
Online Education ◽  
Music Education ◽  
Online Teaching ◽  
Music Appreciation ◽  
Teaching Online ◽  
Teaching Philosophies ◽  
Learner Centered ◽  
Online Music ◽  
Teaching Music ◽  
Personal Philosophy

This chapter introduces teaching philosophies that apply to music appreciation and online education, and ways in which music appreciation instructors might develop or refine a philosophy for teaching the course online that can withstand various inherent challenges. Developing a philosophy for teaching music appreciation online can support instructors by giving them purpose and clarity about instructional choices and daily online teaching. The philosophy traditionally associated with music appreciation classes, an aesthetic philosophy, is introduced, alongside the learner-centered, participatory praxial music education philosophy. Readers are provided with example philosophy statements that have guided some instructors’ approaches to teaching music appreciation and questions that can guide one’s development of a personal philosophy for teaching online music appreciation. Additional considerations for attitudes and assumptions are provided that promote success when teaching online. The idea that one’s philosophy and mindset drive the choice of methods and teaching strategies is core to this chapter. This chapter ends with a brief summary of important points and an infographic designed to visually highlight philosophical questions, mindset tips, and ways in which online music appreciation instructors can find satisfaction and identity in their roles.

Orientation to Online Education

2019 ◽  
pp. 3-26
Author(s):  
Bethanie L. Hansen
Keyword(s):  
Online Education ◽  
Undergraduate Students ◽  
Online Courses ◽  
Music Appreciation ◽  
Learning Spaces ◽  
Face To Face ◽  
Education Philosophy ◽  
Similarities And Differences ◽  
Common Learning ◽  
Teaching Music

The first section, Mindset and Philosophy, is organized into two chapters orienting readers on aspects of online education, philosophy, and mindset. The first of these chapters is a discussion of online education and its similarities and differences when compared to traditional face-to-face courses. An overview of various degrees of partially and fully online course modalities is presented alongside a tour of common learning spaces within online learning management systems. Methods for transferring live, face-to-face music appreciation classes into online courses are included. Because the population of online undergraduate students typically includes many adult learners ages 25 and older, a foundational introduction to andragogy is provided. The second chapter in this section introduces teaching philosophy and ways in which music appreciation instructors might develop a philosophy for teaching the course online that can withstand various inherent challenges. Both chapters provide a broad view that can be helpful to those new to online education or who seek clarity about the purposes and goals of teaching music appreciation.

Relevant Issues that Challenge the Designing of Transformative, Liberating Online Science Courses

2011 ◽  
pp. 47-66 ◽  
Author(s):  
H. Prentice Baptiste ◽  
Jennifer J. Neakrase ◽  
Ashley N. Ryan
Keyword(s):  
Identity Formation ◽  
Supplemental Instruction ◽  
Science Instruction ◽  
Teaching Science ◽  
Pedagogical Practices ◽  
Paradigm Shifts ◽  
Teaching Online ◽  
Face To Face ◽  
Science Courses ◽  
Online Format

Science as a discipline has gone through many paradigm shifts, both in terms of scientific knowledge and science pedagogy. One recent trend is the movement of science courses into an online environment. While this shift started as supplemental instruction, a movement in education is to offer entire science courses, normally taught in a face-to-face format, online. Moving science instruction into this type of environment illuminates many challenges in science education to a different and critical level. These challenges include issues in equity, accountability, identity formation, and appropriate pedagogical practices. The authors explore these challenges in general for online learning and specifically for teaching science online. It is clear that these issues, while heavily researched in face-to-face science instruction, have not been seriously considered in the online format. Currently it appears that those teaching science online have simply ported their face-to-face course without considering the fact that instruction needs to be changed when teaching online.

Designing Counter-Narratives

2017 ◽  
Vol 7 (1) ◽  
pp. 43-56 ◽  
Author(s):  
Xeturah M. Woodley ◽  
Gaspard Mucundanyi ◽  
Megan Lockard
Keyword(s):  
Online Education ◽  
Cultural Context ◽  
Culturally Responsive ◽  
Gender Diversity ◽  
Responsive Teaching ◽  
Teaching Online ◽  
Online Teachers ◽  
Online Curriculum ◽  
Face To Face ◽  
And Gender

The growing field of online education has developed inside a cultural context rooted in racism, classism, sexism, and other forms of inherent bias. Likewise, the design and development of online curriculum is not excluded from the biases that have historically plagued face-to-face curriculum. In this article, the authors call online teachers into action by encouraging them to adopt an engaged instructional design praxis that builds learning environments inclusive of racial, ethnic, and gender diversity. Through the use of culturally responsive teaching, online teachers can create spaces of counter narrative that address curricular blindnesses and promote social justice.

Designing Counter-Narratives

2021 ◽  
pp. 625-640
Author(s):  
Xeturah M. Woodley ◽  
Gaspard Mucundanyi ◽  
Megan Lockard
Keyword(s):  
Online Education ◽  
Cultural Context ◽  
Gender Diversity ◽  
Responsive Teaching ◽  
Teaching Online ◽  
Online Teachers ◽  
Online Curriculum ◽  
Face To Face ◽  
And Gender ◽  
Racial Ethnic

The growing field of online education has developed inside a cultural context rooted in racism, classism, sexism, and other forms of inherent bias. Likewise, the design and development of online curriculum is not excluded from the biases that have historically plagued face-to-face curriculum. In this article, the authors call online teachers into action by encouraging them to adopt an engaged instructional design praxis that builds learning environments inclusive of racial, ethnic, and gender diversity. Through the use of culturally responsive teaching, online teachers can create spaces of counter narrative that address curricular blindnesses and promote social justice.

scholarly journals Physicians’ attitude towards webinars and online education amid COVID-19 pandemic: When less is more

PLoS ONE ◽  
2021 ◽  
Vol 16 (4) ◽  
pp. e0250241
Author(s):  
Ismail Ibrahim Ismail ◽  
Ahmed Abdelkarim ◽  
Jasem Y. Al-Hashel
Keyword(s):  
Online Education ◽  
Arab Countries ◽  
Survey Study ◽  
Current Crisis ◽  
Cross Sectional ◽  
Medical Specialties ◽  
Face To Face ◽  
Less Is More ◽  
Social Media Platforms ◽  
Online Format

Background Since the declaration of COVID-19 as a pandemic, all scientific medical activities were shifted to an online format, in the form of webinars, to maintain continuing medical education (CME). We aimed to assess physicians’ attitude among different medical specialties towards this sudden and unexpected shift of traditional face-to-face meetings into webinars, and to suggest future recommendations. Methods We conducted a cross-sectional, internet-based survey study using a 25-item questionnaire, from November 1 and November 15, 2020. The survey was created and distributed to physicians from different medical and surgical specialties and from different countries via several social media platforms, using a snowball technique. Results A total of 326 physicians responded; 165 (50.6%) were females, mean age of responders was 38.7 ± 7.5 years. The majority of responses (93.2%) came from Arab countries. Of them, 195 (59.8%) reported attending more webinars compared to the same period last year, with average of 3 per month. As regard to the general impression; 244 (74.8%) were “strongly satisfied” or “satisfied”, with the most satisfaction for “training courses: by 268 (82.2%), and “International conferences” by 218 (66.9%). However, 246 respondents (75.5%) felt overwhelmed with the number and frequency of webinars during the pandemic, 171 (52.5%) reported attending less than 25% of webinars they are invited to, 205 (62.8%) disagreed that webinars can replace in-person meetings after the pandemic, and 239 (73.3%) agreed that online meetings need proper regulations. Conclusions Webinars comprised a major avenue for education during COVID-19 pandemic, with initial general satisfaction among physicians. However, this paradigm shift was sudden and lacked proper regulations. Despite initial satisfaction, the majority of physicians felt overwhelmed with the number and frequency of webinars. Physicians’ satisfaction is crucial in planning future educational activities, and considering that this current crisis will most likely have long lasting effects, webinars should be viewed as complementing traditional in-person methods, rather than replacement. In this study, we are suggesting recommendations to help future regulation of this change.

scholarly journals Measuring Instructor Self-Efficacy when Migrating Face-to-Face Courses Online

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Yanyue Yuan ◽  
◽  
Jace Hargis ◽  
Keyword(s):  
Self Efficacy ◽  
Online Teaching ◽  
Learning Opportunities ◽  
Unexpected Events ◽  
Teaching Online ◽  
Face To Face ◽  
Online Tools ◽  
Instructional Needs ◽  
Initial Perception

This study measures instructors’ online teaching self-efficacy with an aim to capture their immediate and initial perception of migrating their teaching online and identify potential instructional needs and support. The authors sent a survey to all instructors in our institution four days prior to the first day of classes in spring 2020 and received 73 responses (60% response rate). The number of years of experience with online tools was low (88%). Instructors reported high confidence in their ability to teach online (82%); realization of the effort to create quality online experiences (90%); belief that teaching online would be different (90%); recognition of having to modify their assessment (77%); ability of adjusting teaching efficiently with unexpected events (82%); knowledge of where to seek teaching and technology guidance (86% & 89%); and confidence in developing a similar rapport with students (71%). Respondents were split in their beliefs about offering similar active learning opportunities. This study supplements research on instructors’ perception of online teaching as a well-planned and intentional event, offering implications over the immediate and long-term support to be offered to instructors regarding migrating courses online both in times of crisis and when such opportunities arise.

Teaching the Course

2019 ◽  
pp. 245-269
Author(s):  
Bethanie L. Hansen
Keyword(s):  
Time Management ◽  
Online Communication ◽  
Essential Elements ◽  
Cognitive Presence ◽  
Music Appreciation ◽  
Online Classroom ◽  
Teaching Online ◽  
Face To Face ◽  
Online Music ◽  
Face To Face Learning

This chapter provides a framework and guides for teaching the online music appreciation class in ways that suit the online modality and a variety of learners. Because it is much more challenging to build community and connect with others in an online classroom when compared to face-to-face learning, and community is essential to learning, a framework for teaching online that includes aspects most likely to promote community among learners and between students and their instructor is needed. Readers will find helpful guidance to develop a robust community of inquiry within the online music appreciation classroom, along with communication strategies and routines typical of online teaching. The chapter ends with a brief summary of important points and an infographic designed to visually highlight essential elements for teaching online music appreciation, including teaching, social, and cognitive presence; guidelines for online communication while teaching a class; time management tips; and weekly routine suggestions.

scholarly journals A Review on Transition from Face-to-Face to Online Learning During COVID-19 Pandemic

2021 ◽  
pp. 449-454
Author(s):  
Veena G ◽  
Kavya N ◽  
Puneeth B M
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Best Practice ◽  
Indian Education ◽  
State Governments ◽  
Teaching Online ◽  
Face To Face ◽  
E Learning ◽  
Practice Framework ◽  
Effective Use

As a result of the COVID-19 pandemic crisis, Online-learning has become a necessary feature in all educational establishments such as schools, colleges and universities. The educations sector in India is deeply affected by this. To fight back the disruption and damage, educational institutes across the country embraced the digital mode of education as a solution to fill the void left by classroom teaching. Online education is conducted in two ways. The first is through the use of recorded classes, which, when opened out to public, are referred to as Massive Open Online Course (MOOCs). The second one is via live online classes conducted as webinars, or zoom sessions. This review has identified five important strategies that could be incorporated into a best practice framework for online education.1) As e-learning becomes the "new normal", the authorities have been taking steps to make digitisation of education accessible and affordable for all. 2) Training in educational technologies and their effective use should be available to faculty and students who need it.3)The Indian education system has to transit to online learning without creating a digital divide, the Centre and state governments must raise the spending on education.

scholarly journals Online Teaching. Opportunities, Challenges and Recommendations to Improve Collaboration and Quality of Learning

2021 ◽  
Vol 67 (2) ◽  
pp. 59-84
Author(s):  
Sergiu Maxim ◽  
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Real Life ◽  
Educational Process ◽  
Educational Systems ◽  
Teaching Online ◽  
Face To Face ◽  
Teaching Objectives ◽  
Teachers And Students ◽  
Asking Questions

Remote learning, also known as distance education, can be defined as teaching the students with no face-to-face contact with the teacher in class. Once the Coronavirus spread, globally imposed measures became more and more restrictive leading to a major difficulty for the educational systems: identifying fast solutions to the issue of suspending the classes and lectures in-person. The techniques of online and distance learning also needed changes to fulfill the needs of teachers and students, such as presentation, communication, asking questions and formulating answers, practicing the theory through various exercises, testing and feedback. There are several good practices popular now in online education, some of which are described throughout this article. Developing a complete set of skills in students is fundamental for facilitating the educational process and integrating them in the study and/or working groups, but also for preparing them for real life. This article presents some of the most important abilities to take into account by the educational system. However, most recommendations from instructors teaching online are presence-themed. Establishing a strong connection and feeling part of a supportive community is vital for students. Using video or Skype, video announcements instead of text, using the phone are all ways to a faster connection whenever doubts or questions arise. In addition, training and agility are on top of the priorities list: using technologies that help in achieving teaching objectives; teaching online does not mean that materials once used face-to-face are uploaded on an online platform; training is key whereas technology cannot work and there is a need for a back-up plan.

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