A Comparison of Student Outcomes in a Music Course Via Two Instructional Modes
Introduction
Alternatives to the traditional face-to-face on-campus course have existed in higher education for years. The fastest growing trend involves providing instruction via the World Wide Web (Internet). A variety of instructional models for a variety of disciplines emerged with the development of the World Wide Web in 1992 (Harasim, 2000, p2.). Harasim (2000) defines "Online Courses" as courses utilizing the Internet as the major environment for interaction and discussion (p. 8). Designing for success remains an interest in offering online instructions.
The success of an online course has many factors. Cooper (2000) offers tips to make an online course "work" for both the instructor and student. Lieblein (2000) suggests there are critical factors necessary in the delivery of an online course to make it successful. Carr-Chellman and Duchastel (2001) discuss key issues in designing and implementing an online course. Other authors (Chickering & Gamson n.d.; Raagan 2000) delineate items reflected in a "good" course or "quality" instruction. These items should be apparent in online courses. Cooper (2001) suggests an online course can be an effective learning environment and a suitable alternative to a traditional model with the right instructor, right subject matter, and right student (p. 5).
Specifically related to music, Waters (1999) describes alternatives in providing audio files and student conferences online. Knee, Ariza, and Long (2002) discuss their process of designing a music course (playing the recorder) using WebCT. Kahler (2002) presented the tasks and challenges to offering an on-line music course designed to teach the basic elements of music. In addition, to designing success in an online course the issue of quality needs considerations.
The question concerning the quality of online courses existed since the explosion of technology in education (Harasim, 2000). To determine the quality (effectiveness) of online courses, authors have compared student outcomes between traditional and online instruction.
Several authors in different disciplines have investigated student outcomes between two modes of instruction (traditional on-campus and online). Gagne & Shepherd (2001) compared students' performances and perceptions of two sections of an introductory graduate accounting course. The two sections included the traditional face-to-face on-campus class and the distance education format. Student performance was analyzed using exam grades and projects. The authors found a significant difference only in the area of pretest scores. She explained that the online course required a three-hour accounting prerequisite. No such requirement existed for the traditional course. The authors believe this prerequisite explains the difference in pretest scores. Gagne & Shepherd did conclude students' performance was similar by the conclusion of the courses.
Cooper (2001) investigated the topic of students' performance and perceptions related to a computer application course. Undergraduate students enrolled in either the on-campus or Internet course. Course content included instruction in the use of Microsoft application software, computer terminology and concepts. In this study, online students took the exams on campus. Grade distribution of both course sections provided the measure for student performance. The author found the traditional section received a greater percentage of the grade "B" and the online section received a greater percentage of the grade "A." There was little difference in the other grades received.
In another study comparing students' performance, Woo and Kimmick (2000) investigated students' outcomes in a graduate nursing research course. On the first class day, students enrolled in the research course volunteered to receive course instruction via the Internet or the traditional on-campus instruction. Students volunteering to receive instruction via the Internet could attend the on-campus class as often as they wish. Student performance was measured using the two exams (midterm and final). All students completed the exams at the same time. The researchers found no difference in grade distribution between the two groups. Scores on both exams were similar for both groups.
In similar fashion, King and Hildreth (2001) solicited volunteers in a freshman Introduction to Life Science course. Volunteers received course instruction via the Internet. Following the first day of class, students receiving instruction via the Internet attended the on-campus class only to take exams. Results revealed no significant difference in scores on any of the five tests between students receiving instruction via the Internet and those receiving instruction via the on-campus course. The authors further indicated that the highest score on three of the five tests occurred with a student receiving instruction via the Internet.
Glenn (2001) explored differences between students enrolled in a traditional on-campus class and an Internet political science course. Students were given a pretest to determine differences prior to the start of course instruction. The same instrument was given following instruction as a posttest. The results indicated no significant difference in both pretest and posttest scores between the two groups.
In a Human Resource Development course, Yaw and Gilman (1999) investigated grades between students in an on-campus and Internet course. No significant difference was found between the means of the grade points between the two groups. The authors recommended that institutions of higher education should monitor final grades between online and on-campus and course quality of online curriculum.
Research in a variety of disciplines has demonstrated that student exit performance (course outcomes) can be maintained while delivering instruction via the Internet. Concerning the field of music, Kahler (2003) compared the structure of both a traditional and online course. He discussed how course integrity could be maintained as a traditional course is formatted for delivery via the Internet.
A paucity of research exists comparing course instruction via the Internet and traditional on-campus in the discipline of music. Therefore, the purpose of this project was to compare student exit performance in a music foundations course using two different instructional methods. More specifically, the aim of the study was to determine if there is a difference in the posttest scores between students in the traditional on-campus course and the on-line Internet course?