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The effects of a constructivist-insp...

Brewster, Michael Scott.

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The effects of a constructivist-inspired Web-based summary portal on examination performance in music for an online course.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The effects of a constructivist-inspired Web-based summary portal on examination performance in music for an online course./
作者:	Brewster, Michael Scott.
面頁冊數:	175 p.
附註:	Director: James W. Sherbon.
Contained By:	Dissertation Abstracts International66-06A.
標題:	Education, Music. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3180074
ISBN:	9780542200953

The effects of a constructivist-inspired Web-based summary portal on examination performance in music for an online course.
Brewster, Michael Scott.

The effects of a constructivist-inspired Web-based summary portal on examination performance in music for an online course. - 175 p.

Director: James W. Sherbon.

Thesis (Ph.D.)--The University of North Carolina at Greensboro, 2005.

A Constructivist-Inspired Summary Portal (CISP) was developed by the researcher to assist professors in preparing their students for unit exams in online courses. The specific purposes of this study were to: (a) provide basic, preliminary, and foundational research regarding the relevance of CISPs in online courses, thus, leading to additional research; (b) explore, research, and develop a CISP based on constructivist theories and specifically designed for use in teaching a unit on music; (c) test the effectiveness of a CISP on student performance in a music-specific unit exam; and, (d) study the effectiveness of modes of exam preparation using the CISP versus traditional exam preparation and analyze attitudes and behaviors associated with the presence and application of the CISP.

ISBN: 9780542200953Subjects--Topical Terms:

1017808
Education, Music.

The effects of a constructivist-inspired Web-based summary portal on examination performance in music for an online course.
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245 1 4 $a The effects of a constructivist-inspired Web-based summary portal on examination performance in music for an online course.
300 $a 175 p.
500 $a Director: James W. Sherbon.
500 $a Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2011.
502 $a Thesis (Ph.D.)--The University of North Carolina at Greensboro, 2005.
520 $a A Constructivist-Inspired Summary Portal (CISP) was developed by the researcher to assist professors in preparing their students for unit exams in online courses. The specific purposes of this study were to: (a) provide basic, preliminary, and foundational research regarding the relevance of CISPs in online courses, thus, leading to additional research; (b) explore, research, and develop a CISP based on constructivist theories and specifically designed for use in teaching a unit on music; (c) test the effectiveness of a CISP on student performance in a music-specific unit exam; and, (d) study the effectiveness of modes of exam preparation using the CISP versus traditional exam preparation and analyze attitudes and behaviors associated with the presence and application of the CISP.
520 $a Students enrolled in two classes of an undergraduate online course, Sociology 101 at The University of North Carolina at Greenesboro, served as the subjects. The October 2003 class (n = 29) functioned as the control class, and the December 2003 class (n = 22) served as the experimental class. Both classes received instruction and completed assignments for 14 curricular units, with the final unit dedicated to the sociology of music. To prepare for a non-comprehensive final exam based on the sociology of music unit, the control class was instructed to study in the same manner as for previous unit exams. The experimental class was allowed to access the CISP, where they could decide how they wanted to review the key concepts of the unit by choosing from different interactive methods. Additionally, students were asked to complete mid-term and final course evaluation surveys, which were used to assess their attitudes toward the course. Students in the experimental class were asked additional questions on their final course evaluation survey concerning their use of the CISP.
520 $a Although the experimental and control classes' means on the final exam were not significantly different, t(29) = 2.04, p = .53 (2-tailed) and the null hypothesis was retained, the researcher gathered enough evidence to support continued research of CISPs. For example, a large number of experimental class respondents (83%) had a moderate to high perception that the CISP assisted them in studying for their final exam in the course.
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