Online Learning in Music
Foundations, Frameworks, and Practices
Nonfiction, Entertainment, Music, Instruments & Instruction, Techniques, Theory & Criticism, Reference & Language, Education & Teaching, Teaching, Teaching Methods
| Author: | Judith Bowman | ISBN: | 9780199988204 |
| Publisher: | Oxford University Press | Publication: | August 7, 2014 |
| Imprint: | Oxford University Press | Language: | English |
| Author: | Judith Bowman |
| ISBN: | 9780199988204 |
| Publisher: | Oxford University Press |
| Publication: | August 7, 2014 |
| Imprint: | Oxford University Press |
| Language: | English |
Online Learning in Music: Foundations, Frameworks, and Practices offers fresh insights into the growth of online learning in music, perspectives on theoretical models for design and development of online courses, principles for good practice in online education, and an agenda for future research. Author Judith Bowman provides a complete overview of online education in music, including guidelines and accreditation standards for online instruction as well as a look at current research on online learning in music. She also explores several theoretical models for online course design, development, and implementation, before presenting a creative approach to online course design, both for fully online and also for blended courses. As a whole, the book challenges stereotypical views of professors as "sage on the stage" or "guide on the side," characterizing the online professor instead as Director of Learning. Necessary reading for all who work in online learning in music, it also suggests important ways both to prevent problems and also to resolve those that do arise.
Online Learning in Music: Foundations, Frameworks, and Practices offers fresh insights into the growth of online learning in music, perspectives on theoretical models for design and development of online courses, principles for good practice in online education, and an agenda for future research. Author Judith Bowman provides a complete overview of online education in music, including guidelines and accreditation standards for online instruction as well as a look at current research on online learning in music. She also explores several theoretical models for online course design, development, and implementation, before presenting a creative approach to online course design, both for fully online and also for blended courses. As a whole, the book challenges stereotypical views of professors as "sage on the stage" or "guide on the side," characterizing the online professor instead as Director of Learning. Necessary reading for all who work in online learning in music, it also suggests important ways both to prevent problems and also to resolve those that do arise.
