Influencing Instructor Mind-Sets in Teaching Undergraduate Online Music Courses

• In Event: Poster Session 9
  In Poster Session: Technology-Based Learning Environments for Teachers, Parents, and Communities

Abstract

Contemporary online undergraduate music courses have the affordance of ubiquitous technologies. Yet disparity of pedagogical paradigms influence the inclusion of social-constructivist learning strategies. A Fall 2014 case study with online faculty (n=6) identified three elements (openness to technology, instructional approach and institutional supports) that influence diversity of instructional strategies in an online music course. These elements are linked to online teaching presence (Garrison, 2011) and are influenced by the overall instructor mindset. A pedagogical shift is occurring among faculty teaching online undergraduate music courses. However, sustainability and maintenance of this re-alignment needs to be addressed at various levels (i.e. institutional, individual instructor and student).

Author

• Carol Johnson, University of Calgary