A Comparison of Student Outcomes in a Music Course Via Two Instructional Modes
Discussion
Students in the online sections scored significantly higher on the pretest than students in the on-campus sections. Although potentially a way to strengthen the research design, randomly assigning subjects to one of the two groups was not possible in the university structure. Students enrolled independently or with advice from advisors. No disclaimers were made to students concerning that basic knowledge of music would be beneficial for the online course. The descriptive results, however, do indicate a higher average age of students enrolled in the on-line sections.
Students in the traditional on-campus course had a greater gain in pre/posttest scores. This does indicate that these students gained "more" knowledge during the course than the online students. What is of more interest is the fact that there was no significant different in the posttest scores. The emphasis here is that all students achieved a similar level of exit performance.
Regardless of the amount of music knowledge possessed by students before the start of the course, it is possible for students to demonstrate a predetermined level of skill and knowledge as an exit requirement regardless of mode of delivery. Course and instructional integrity can be maintained.
The underlying premise behind this current study is that student exit performance/outcomes and expectations should be the same regardless of method of instructional delivery. The main tool to evaluate student outcomes in this current project was the pre/posttest exam. Students in both the online sections and the on-campus section received the same exams. Their performance on the posttest was not significantly different indicating each group met the ext outcomes. Regardless of method of instruction, student outcomes (performance) are similar in this music course. The results support the idea that online delivery of a course can be and should be just as effective as the traditional on-campus course. Other authors support this premise. Concerning student learning, Liebleim (2001) concludes online learning is neither weaker nor stronger than traditional instruction. He states online learning is simply different and learning outcomes should not be compromised (p. 12). Kahler (2003) discusses how course integrity can be maintained as a traditional course is formatted for online delivery.
Future research should investigate the characteristics and demographics of students enrolling and succeeding in online courses. Online instruction is not intended to replace traditional face-to-face instruction. Future research should investigate the role online courses may have on the number of traditional on-campus course offerings, faculty course load, and overall student enrollment.