Jack A. Taylor and John J. Deal, Center for Music Research,
Florida State University
The World Wide Web and the Internet have become
increasingly important components of undergraduate and graduate
education over the past few years. Because of its exponential growth,
the Internet is now a valuable resource for millions of students on
hundreds of campuses throughout the United States. This is especially
true for music students, who have access to hundreds of sites and
home pages dealing with almost every aspect of music, from Gilbert
and Sullivan, to J. S. Bach, to their favorite performers.
In addition to these data resources, a number of
classes are now offered via the Internet. A recent search yielded
courses in areas ranging from biology and calculus to art history and
even music psychology. New York's New School of Social Research, for
example, recently advertised a total of 90 courses available to
students via the Internet. In addition to their on-line studies,
students in this "virtual university" can "view art exhibitions,
visit a 'music cafe,' or participate in debates concerning politics,
the death penalty, and other topics" (DeLoughry, 1996).
Distance learning, although not a new phenomenon,
has been elevated to a high priority on many college campuses.
Originally referring to correspondence courses, distance learning now
encompasses everything from interactive video to independent courses
delivered completely through the Internet by computers, modems, and
CD-ROMs. Dorbolo recently categorized the various kinds of distance
learning offerings: (a) fully-developed or stand alone--all elements
are on-line; (b) dependent--a major part of the course is on-line;
(c) supplemental--includes links to other sites with relevant
material; and (d) informational--web presentation of information
about the course (Robson, 1996).
Distance learning has also been the focus of a
considerable body of research, yielding much information about the
types of students likely to enroll in distance learning courses, as
well as the efficacy of distance learning in comparison to
more-traditional modes. Essentially, the literature suggests that
distance learning courses are equally as effective as traditional
classroom courses in terms of the quality and quantity of student
learning. Similarly, it suggests that distance learning is often more
cost effective to the University and is an attractive alternative for
students who are unable to attend the traditional university or who
desire additional education while maintaining a full-time job.
In spite of the already impressive record of
success of distance learning, the above search for Internet courses
revealed few examples in music. Other than a few offerings in such
areas as music appreciation, music psychology, and music
bibliography, few distance learning music courses were retrieved, and
few of these were "stand alone" courses, delivered totally via the
Internet or other distance learning mode. Why were so few courses in
music discovered? Is it because the concept of distance learning is
too new? On the other hand, are music faculty hesitant (or even
resistant) to adopt the distance learning paradigm? Realistically,
many faculty are concerned that their jobs may be in jeopardy if they
embrace distance learning as a viable means of education. On many
campuses distance learning initiatives are viewed by faculty as
thinly veiled attempts at increasing student learning and access to
courses, while all the time intended as a way of reducing the number
of faculty and the resultant cost of education.
Other faculty see distance learning as
representing increased teaching loads and responsibility for greater
numbers of students registered per section. Some believe that
distance learning cannot and will not replace their performance as
teachers in the classroom and that students will not learn as
effectively without the "face to face" interaction available in a
traditional classroom. One professor, in discussing the pros and cons
of distance learning, stated, "I'm not sure you can even call it
teaching if the faculty member and the student aren't in the same
room" (Ehrmann, 1995). This quotation probably summarizes the
traditional attitude of many college professors who believe that
student learning occurs largely as a result of the lectures delivered
in the weekly classes sessions.
Those who espouse distance learning, on the other
hand, view the teaching-learning continuum rather differently.
Students participating in distance learning courses are actively
involved in their own learning; faculty, instead of being lecturers
and purveyors of information, occupy roles as guides and coaches to
direct students toward the information and knowledge that they will
discover and learn. Moreover, the lack of face-to-face interaction
found in the traditional classroom does not seem to hinder student
achievement in distance learning classes.
Although a relatively new phenomenon, it appears
as if distance learning is a viable mode for use by educational
institutions throughout the nation, and it would seem that distance
learning ought to be a common occurrence in the field of music. Yet,
the recent Internet search proves otherwise.
The purpose of the present study, then, was to
seek the status of music distance learning courses in NASM-accredited
college university music departments/schools of music, and to seek
the relationships of the opinions music administrators (dean or
chair) and other factors to that status. This was accomplished
through a survey mailed to a stratified, random sample of 200 schools
accredited by the National Association of Schools of Music
(NASM).
Sample
Of the 525 NASM member institutions, a random
sample of 200 was chosen, stratified by type of institution (56%
public to 44% private) and number of music majors. This sample
represents approximately 38% of the member institutions, from which
useful data and conclusions can be derived. The summary of results
that follows is based upon the return of 71 surveys as of the time of
the conference. Because a follow-up letter has been sent to the
institutions that did not return the survey, it is expected that at
least 100 (19% of the population) surveys will have been returned
prior to the final data analysis.
The Survey
Executives of those member institutions chosen at random to
participate in the survey were polled to answer questions included
under the following categories:
Surveys were printed in booklet form for easy completion and also to fit in normal business envelopes. Self-addressed, return envelopes were included with the surveys to promote easy return.
Research Questions
The survey items were designed to answer the
following research questions:
Results
At the time of this conference, 71 surveys were
returned, Because the investigators desired a return of 100 surveys,
a follow-up letter and survey were mailed just prior to the
conference. It is important to realize that the information reported
below consists of preliminary results and conclusions based on those
71 returned surveys and that the data have not yet been subjected to
statistical scrutiny. Any trends noted are simply based upon
frequency counts of responses, rather than any tests of statistical
significance. These tests will be conducted, however, once the
returned surveys number 100.
Research Question #1
a. Almost all administrators use computers at schools, but only 30% use computers at home; this was consistent across all institution categories
b. At school administrators reported an equal division between use for indirect applications and for direct/indirect music applications; this was true for all institution categories expect small public institutions (up to 200 majors) where 81% of the administrators used computers for both types of application. This may suggest that those administrators had teaching duties in addition to their administrative assignments.
c. Administrators reported a fairly even split over the "some," "moderate," and "considerable" experience categories for themselves and perceived a similar division of their faculty's computer experience.
d. Almost all administrators perceived that 50% or more of their faculty were using computers at home, school, or both, an observation again consistent across all institution categories.
f. 13% of administrators had experience in teaching or managing distance learning courses; most experience was with video conferencing; none classified their experience as "considerable."
g. 73% of the respondents perceived that their faculty had no experience with distance learning, while the 27% of the faculty perceived to have experience were evenly distributed across "some," "moderate," and "considerable."
Research Question #2
a. 29 (41%) administrators reported that their music units were either delivering, developing, or planning to offer distance learning courses;
b. Of the 7 administrators (17%) who reported that they were "delivering" courses, 6 were from public institutions; of the 15 administrators (21%) who reported that they were .,planning: to design and deliver distance learning courses in music, I I were from public institutions.
c. The largest concentration of distance learning activity (deliver, develop, plan) was in the smallest category of public institutions (1-100 majors).
d. Only 3 administrators reported that their faculty were using video conferencing or the Internet to receive music courses or parts of courses in their classes, and those three were located in the smallest public and private institutions.
Research Question #3
a. I I % of the administrators stated that their music unit had a distance learning committee, while 39% stated that the university as a whole had a distance learning committee.
b. Over half of the respondents indicated that there were no policies in place campus-wide to determine which courses were to be offered in a distance learning format; the course instructor was most often the person who decided if the course was to be offered via distance learning, followed by the administrator, and then a combination of the two.
c. Respondents reported a considerable amount of assistance available to them from a central distance learning office, including funds, help with seeking funds, technical assistance, personnel, and workshops and training sessions.
Research Question #4a
a. The researchers' expectation that greater experience in computers and in distance learning by administrators related to greater involvement in distance learning was confirmed to some extent, i.e., those involved tended to have more experience.
b. In general, however, the results indicate little relationship between experience in computers and distance learning and involvement in distance learning, e.g., 56% of the administrators who claimed experience with computers at some level reported no distance learning activity in their units and had no plans to offer distance learning courses in the future.
c. Interestingly, 28% of those who reported no personal experience with distance learning reported some distance learning activity in their music unit; this may indicate that the faculty have led the way in those institutions.
Research Question #4b
a. Results indicate only a weak relationship between distance learning activity and the administrator's perception of the faculty's computer experience, but a stronger relationship seemed to exist between distance learning activity in the music unit and the administrator's perception of the faculty's experience with distance learning.
b. Interestingly, in I I of the 15 music units that have plans to offer distance learning courses in the future, administrators perceived their faculty as having no experience in distance learning, suggesting that the faculty were learning the techniques of distance learning "on the fly."
Research Question #4c
a. Although nearly 50% of the administrators believe the Internet can be used effectively for "some" or "few" applications and just over 50% of the administrators believe that technology may be used effectively for "many," "some," or "few" direct music applications (instruction, composition, etc.), they reported having no plans for implementing distance learning courses in their music units.
b. When asked about the adaptability of delivering certain areas in music via distance learning, administrators gave highest marks to music appreciation, music history, and music business, while giving lowest ratings to composition and performance.
Research Question #4d
a. Results indicated that administrators from units that are delivering, developing or planning distance learning courses perceive their faculty as having neutral to positive attitudes toward delivering music instruction via the Internet.
b. In those units that have no plans to deliver distance learning courses, faculty are perceived as having neutral to negative attitudes.
c. There are examples where faculty are perceived as having neutral to negative attitudes where distance learning activity is still occurring and examples where the faculty are perceived as having neutral to positive attitudes where nothing is happening and there are no plans for any distance learning courses.
Research Question #5
a. There is a moderate relationship between the university delivering or developing distance learning non-music courses and music units delivering or developing distance learning music courses.
b. 62% of the administrators reported that their universities offered a few or moderate number of non-music distance learning courses; 25% of those were delivering or developing distance learning courses in music.
C. 28% of the administrators reported that their universities did not offer non-music distance learning courses, but 12% of those offered or were developing distance learning courses in music.
Conclusions
1. There appears to be a strong emphasis on delivering, developing, and planning of distance learning courses campus wide
2. There is relatively little evidence of the delivery or development of distance learning courses in music units (although an equal amount of evidence of planning); when that activity occurs, the university in general is involved in distance learning activity.
3. Even among music units where the administrators and faculty have computer experience, there is relatively little distance learning activity.
4. There is a strong relationship between a positive attitude toward music instruction via the Internet and the delivery, development, and planning of distance learning music courses, and also a strong relationship between negative attitudes and the lack of activity and planning.
5. There is evidence of considerable support for music units for funding, access to technology and personnel, and workshops/training by university distance learning offices.
6. (a) Administrators are using computers at school and at home and perceive that the same is true of their faculty; (b) Administrators report an even spread of experience across the categories of "some" "moderate" and "considerable" for themselves and their faculty; (c) Very few administrators have had experience with distance learning and in that regard classify their experience as "some" or "moderate"; (d) The large majority of administrators report that their faculty have no experience with distance learning.
7. It appears as if public universities got an earlier start in distance learning in music than private institutions and are continuing to plan for distance learning courses in music at a greater level than private institutions; this is particularly true in the smallest categories of public institutions.
8. Administrators view appreciation, history, and music business as the areas most adaptable to distance learning in music; and composition and performance as the areas least adaptable.
References
DeLoughry, T. J. (1996). New school for social research offers 90 on-line courses. The Chronicle of Higher Education, 43:4, A27-28.
Ehrmann, S. C. (1995). Moving beyond campus-bound education. The Chronicle of Higher Education, 41, Bl.
Robson, R. (1996). Types of web 'courses'. [Online]. Available: http:// leahi.kcc.hawaii.edu/org/wwwdev/ logs/0051.html.