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Applied music in an online environme...

Dye, Keith G.

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Applied music in an online environment using desktop videoconferencing.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Applied music in an online environment using desktop videoconferencing./
作者:	Dye, Keith G.
面頁冊數:	234 p.
附註:	Adviser: Harold Abeles.
Contained By:	Dissertation Abstracts International68-04A.
標題:	Education, Music. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3259242

Applied music in an online environment using desktop videoconferencing.
Dye, Keith G.

Applied music in an online environment using desktop videoconferencing. - 234 p.

Adviser: Harold Abeles.

Thesis (Ed.D.)--Teachers College, Columbia University, 2007.

Desktop videoconferencing was facilitated using Apple Macintosh computers running the OS X operating platform and the iChat software program. A wireless, satellite based Internet service was used to provide a connection between the two sites.Subjects--Topical Terms:

1017808
Education, Music.

Applied music in an online environment using desktop videoconferencing.
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245 1 0 $a Applied music in an online environment using desktop videoconferencing.
300 $a 234 p.
500 $a Adviser: Harold Abeles.
500 $a Source: Dissertation Abstracts International, Volume: 68-04, Section: A, page: 1377.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2007.
520 $a Desktop videoconferencing was facilitated using Apple Macintosh computers running the OS X operating platform and the iChat software program. A wireless, satellite based Internet service was used to provide a connection between the two sites.
520 $a This study investigated the use of desktop videoconferencing as an environment to conduct applied music lessons between three experienced pre-service music education majors and six middle school band students. Each instructor taught two students. Two instructors had no prior relationship with the students; one instructor had a prior applied lesson relationship with his students. All instructors taught their major applied instrument. Primary questions of research centered on similarities and differences in participant behaviors as they compare to behaviors found in prior investigation of key elements of both traditional applied music lessons and distance learning.
520 $a Twenty-five total lessons were completed, recorded, transcribed, and analyzed. Behavioral occurrences present in the lesson transcripts were codified using an adaptation of a lesson behavioral codification tool developed previously by Siebenaler (1997). Transcripts were analyzed for frequency of behavioral occurrences. Additionally, coded occurrences were combined into like behavioral categories for further comparison. Multiple coders were used to insure reliability of the transcripts analysis. Data were also accumulated through open-ended interviews with all participants before, during, and after the case study.
520 $a Results indicated the frequency of most behavioral occurrences observed in this study remained consistent with those present in traditional applied lessons. Instructors diagnosed and controlled activity while maintaining positive rapport and adequate communication of their perceived musical expertise. However, there was a trend for instructors to model music less frequently, and for all participants to engage in music specific questioning at a higher frequency, than in prior investigations of live lessons. Additionally, results indicated that distance education elements identified in prior research remained consequential: reliable technology, appropriate training, proper instructional design, and appropriate participant expectations were valued as crucial elements by all participants. This study suggests that when key factors are considered, desktop videoconferencing, with its ability to provide instantaneous feedback, offers promise as an accessible and fluid tool in substitution of live applied musical instruction.
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