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Document Description
TitleA case study of perceptions of students, teachers and administrators on distance learning and music education in Newfoundland and Labrador : a constructivist perspective
AuthorBennett, Katharine Wilhelmina.
DescriptionThesis (M.Ed.)--Memorial University of Newfoundland, 2010. Education
Paginationvi, 205 leaves
SubjectCollege students--Newfoundland and Labrador--Attitudes; Constructivism (Education); Distance education--Newfoundland and Labrador; Music--Instruction and study--Newfoundland and Labrador;
Degree GrantorMemorial University of Newfoundland. Faculty of Education
Spatial CoverageCanada--Newfoundland and Labrador
NotesIncludes bibliographical references (leaves 151-163)
AbstractThe purpose of this study was to gather perceptions of students, teachers, and administrators regarding the pilot on-line delivery of a music course in secondary education. This study was conducted from a constructivist perspective using an exploratory case study methodology. -- The results of this research revealed valuable insights into the online learning environment of Experiencing Music 2200 as they pertain to a constructivist approach to online pedagogy. Perspectives, issues, challenges and opportunities identified by participants in the study are analyzed within the framework of Duffy and Cunningham (1996). Of particular note is the realization that many high school students in rural communities of Newfoundland and Labrador are now provided opportunities to study music, with a specialist music teacher, regardless of their geographic location and/or size of school. Since the pilot delivery of Experiencing Music 2200, a second music course has been developed for distance delivery and a second full time e-music teacher has been contracted to teach secondary music education through the Centre for Distance Learning and Innovation, Government of Newfoundland and Labrador. -- Building on research available on online learning that is primarily focused at the adult and post-secondary levels, this study contributes valuable insights and perspectives into secondary level distance education generally and the delivery of web-based music education specifically. It provides timely and significant data relating to this new context of delivery of secondary music education. The results of this study may serve to inform ongoing and future developments relating to policy and practice in this web-based context.
Resource TypeElectronic thesis or dissertation
FormatImage/jpeg; Application/pdf
SourcePaper copy kept in the Centre for Newfoundland Studies, Memorial University Libraries
Local Identifiera3295717
RightsThe author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission.
CollectionElectronic Theses and Dissertations
Scanning StatusCompleted
PDF File(21.36 MB) --
CONTENTdm file name38802.cpd