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Using hypermedia to enrich the learn...
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Duitman, Henry Edgar.
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Using hypermedia to enrich the learning experience of college students in a music appreciation course.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
Using hypermedia to enrich the learning experience of college students in a music appreciation course./
作者:
Duitman, Henry Edgar.
面頁冊數:
182 p.
附註:
Source: Dissertation Abstracts International, Volume: 54-08, Section: A, page: 2936.
Contained By:
Dissertation Abstracts International54-08A.
標題:
Education, Music. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9401248
Using hypermedia to enrich the learning experience of college students in a music appreciation course.
Duitman, Henry Edgar.
Using hypermedia to enrich the learning experience of college students in a music appreciation course.
- 182 p.
Source: Dissertation Abstracts International, Volume: 54-08, Section: A, page: 2936.
Thesis (Ph.D.)--The Ohio State University, 1993.
The primary purpose of this study was to develop and test an instructional strategy which incorporates commercially-available, music-related hypermedia programs (CMH) into a college music appreciation course. The study also sought to ascertain the attitudes of the students toward the use of hypermedia in this strategy. A secondary purpose was to compare the musical knowledge and attitudes gained by students who used hypermedia with that gained by students who used traditional listening project resources.Subjects--Topical Terms:
1017808
Education, Music.
Using hypermedia to enrich the learning experience of college students in a music appreciation course.
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Source: Dissertation Abstracts International, Volume: 54-08, Section: A, page: 2936.
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Adviser: A. Peter Costanza.
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Thesis (Ph.D.)--The Ohio State University, 1993.
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The primary purpose of this study was to develop and test an instructional strategy which incorporates commercially-available, music-related hypermedia programs (CMH) into a college music appreciation course. The study also sought to ascertain the attitudes of the students toward the use of hypermedia in this strategy. A secondary purpose was to compare the musical knowledge and attitudes gained by students who used hypermedia with that gained by students who used traditional listening project resources.
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The design was Pretest-Posttest Control Group. The independent variable was the type of instructional strategy used in the listening project segment of the course. The dependent variable, a pretest/posttest, was designed to be a comprehensive measure of what was generally learned in the music subcourse by those in the hypermedia group, as well as by those in the traditional group.
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Subjects were randomly assigned to the hypermedia (HM) group (n = 32). All others were part of the traditional (TR) group (n = 51).
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A test of general musical knowledge was administered at the beginning and end of the semester-long course. All students received the same materials and lectures throughout the course. However, the HM group used one of four CMHs as the only resource for their listening project research paper while the TR group used the listening lab and main library.
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Results showed that the HM group made a significant improvement on the test, as did the traditional group. However, the groups' pretest/posttest improvement scores showed no significant difference and no significant differences were found between the groups on any of the attitude survey questions.
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It was concluded that college music appreciation students will probably increase their general knowledge about music when using hypermedia as resource material for a listening project. However, it cannot be concluded that students who use hypermedia as the sole resource for a listening project will learn more about music than those who use traditional resources for their research or that students will enjoy the hypermedia experience more. Nevertheless, all qualitative data would seem to indicate an extremely positive effect of the treatment.
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