Towards the development of an online music pedagogy: Exploring online music faculty pedagogical approaches.

Abstract

Contemporary online undergraduate music courses have the affordance of ubiquitous technologies and include both synchronous and asynchronous tools. Such technologies tools provide constructivist and social-constructivist opportunities for students to engage with their learning through means of individual learning, student-to-student learning and instructor-to-student learning (Garrison, 2011; Keast, 2009). However, the degree to which, and how technologies are incorporated into an online music course are highly dependent on each individual faculty member’s pedagogical approach to teaching music online (Author, 2016). This paper presentation explores a portion from a multiple case study rega..