Home > Free Essays > Education > Teacher Career > Distance Learning Experiences of In-Service Music Teachers From Puerto Rico

Distance Learning Experiences of In-Service Music Teachers From Puerto Rico Presentation

Exclusively available on IvyPanda Available only on IvyPanda
Updated: Aug 9th, 2022

Background and Context

  • ICT impacts the educational institutions.
  • Distance-learning teachers can use ICT to learn.
  • Interaction is important to distance learners.
  • Interaction strategies depend on institution’s technology.
  • Technologies can be synchronous or asynchronous.
  • The technologies create flexible learning environment.
  • Interaction occurs when students access graphic representations.
  • Interaction with learners in groups promotes cooperative learning.
  • Technology should be aligned with the task.
  • Effective communication is required in distance learning.
  • Interactions with technology manipulation of electronic tools.
  • Learners should bring experiences to the course content.
Background and Context Background and Context

An Overview of the Topic

  • Distance learning began in 1700s.
  • It was conducted through mail services.
  • In 1800s, women obtained education at homes.
  • With advancement of technology, distance learning flourished.
  • With computer development the internet was born.
  • Today, technology plays a crucial role in distance learning.
  • Pedagogy involves learning content and environment.
  • Self-study is not a new practice.
  • Distance learning systems compensate lack of student supervision.
  • Teachers used lesson materials in early years of distance learning.
  • The acceptance of distance learning has indicated its success.
  • In informal education, distance learning delivered several educational subjects.
An Overview of the Topic An Overview of the Topic

Rationale for the Study

  • Distance learning allows study without traveling to the campus.
  • The conventional methods have been in a singular classroom environment.
  • Distance learning is employed in a variety of education settings.
  • However, technological learning is new in the U.S. music program.
  • Patterns of learning have changed due to occupational practice.
  • This study contributes to the existing literature about distance learning.
  • In-service music teachers have limited time for on-campus learning.
  • They also have limited financial resources.
  • Distance learning students encounter poor instructional delivery.
  • Understanding of in-service teachers in distance learning is explained.
  • This research is significant for graduate students.
  • It is focused on online degree programs.
Rationale for the Study Rationale for the Study

Purpose and Need

  • The study explores the experiences of in-service music teachers in distance learning.
  • This paper examines the motivations of in-service teachers in distance learning.
  • Also, benefits experiences, and challenges have been explored.
  • This study considered the current skepticism toward distance learning in music education.
  • Results of this study help understand the experiences of students in distance learning master’s programs.
  • Further investigation into the experiences of students engaged in distance learning was requested by researchers.
  • No previous studies have explored experiences of students in distance learning.
  • This research assist instructors in improving curriculum content
  • Also, strategies for teaching and learning are enriched.
Purpose and Need Purpose and Need

Research Questions

  • What motivations do in-service music teachers cite for choosing to pursue a master’s degree in music education through distance learning?
  • What benefits do in-service music teachers report as a result of enrolling in a master of education distance learning program?
  • What challenges do in-service music teachers report facing when studying in an online graduate distance learning program?
  • What learning experiences do in-service music teachers in a graduate distance learning program find significant for their profession and teaching environments?
Research Questions Research Questions

Procedures

  • Teachers enrolled in an online master’s degree program in music education were interviewed.
  • Insight to their experiences was gained.
  • An interview protocol that contained a set of predetermined open-ended questions was used.
  • This was used to ensure consistency across all interviews.
  • Interviews were audio-recorded, and transcripts were prepared.
Procedures

Assumptions, Scope, Limitations and Delimitations

  • The in-service music teachers interviewed were highly qualified.
  • The interviews revealed a common area of knowledge about graduate level online music education.
  • Being in-service teachers, most participants were deeply engrossed in career development and professional activities.
  • This left little time for participation in such research.
  • The study was limited to data collected from one academic institution that offers a master’s degree in music education through distance learning.
  • The scope of the research results was within the educational circles of in-service teachers enrolled in distance learning master’s programs.
  • It was limited to participants from online music education at the master’s degree level.
Assumptions, Scope, Limitations and Delimitations Assumptions, Scope, Limitations and Delimitations

Theoretical Framework

  • Advancements in technology has facilitated learning permeated.
  • This is achieved by computers, modems, and software.
  • Thereby, transcending the structural margins of traditionally learning.
  • Educational foundations are challenged by the globalization, industrialization and technology
  • Regeneration of education is imperative.
  • Postmodern perspectives can cast light on where education might be heading.
  • Postmodernism provides the foundational theoretical framework for this dissertation.
  • A literal translation of the term postmodernism may mean “beyond now”.
  • Postmodernism refers to the initial or concrete termination of social forms attached to modernity.
  • Principles of modernity assume the natural world can be transformed to benefit individuals through use of scientific thinking.
  • Globalization suggests a higher performance of economy, politics, and science in the “modern” society in relation to “traditional” societies.
  • The important features of modernity are to develop objective science, universal morality and law and autonomous art.
  • Modern sociologist view globalization as economic, technological, and cultural changes.
  • For some these trends represent a condition of postmodernity due to the failure of modernity to fulfill its aspirations.
  • According to scholars there are no universal truths all investigations are grounded in human society.
  • In contrast, postmodernism is associated with ideas emerging from philosophy and theory in relation to aesthetic construction.
  • Postmodernity usually pertains to a cultural situation or state of being.
  • While postmodernism emphasizes cultural changes.
Theoretical Framework Theoretical Framework Theoretical Framework Theoretical Framework

Literature review

  • In the past decades, various scholars attempted to theorize frameworks associated with their comprehension of distance learning.
  • The role of technology is teaching as a model of imparting knowledge through technical media.
  • Theories of distance learning are independence and autonomy, of industrialization, and interaction/communication.
  • Distance learning is composed of two main elements: “the dialog,” and “the structure.”
  • This theory is known as “transactional distance,” which is a “typology of all education programs.
  • The advent of online education has filled obvious gaps in traditional face-to-face education.
  • Distance learning does not allow immediate answers to questions from the instructors which is a disadvantage.
  • In a study of in-service teachers, subjects had unique motivating factors, perceptions, and challenges related to experiences with distance learning.
  • The study showed how one teacher never expected this learning experience to influence her teaching life but eventually recognized the existing distinctions between the different spheres of life.
  • Defining and communicating to students what is to be taught about each participant’s role and responsibility.
Literature review Literature review Literature review

Methodology

  • A qualitative approach was deemed appropriate because the inquiry is useful for understanding the phenomenon described in Chapter 1.
  • A quantitative research method focuses on human social issues through testable predictions based on variables.
  • The choice of qualitative or quantitative study is based upon the state of knowledge and the researcher’s position regarding a topic.
  • A qualitative approach is suitable for the present study because it provides a representation of the true experience of participants.
  • Qualitative researchers argue that, in the absence of the close connection with the object of study, results will be distorted”
  • Thus, the present study incorporated face-to-face interviews.
  • The sample group for the study consisted of in-service music teachers who used distance learning methods.
  • A list of students from distance learning master’s program was compiled from the 2008 Alumni Directory of Cambridge College.
  • In special situations, the use of a purposive sample is chosen as the form of data collection .
  • The interview schedule was intended to maximize the target population’s ability to share lived experiences.
  • For maximum validity, the questions were designed to request in-depth information about the main research areas of the study.
  • NVivo software was used to analyze the data collected as an appropriate tool for qualitative analysis.
Methodology Methodology Methodology

Results and analysis interpretation

  • Of the respondents (10 of 12) described their experience as “Good Learning Option”.
  • This indicate that they were satisfied with the experience.
  • But a minority (2 of 12) of the respondents described it as “Bad Learning Option,”.
  • This indicate that they were dissatisfied.
  • The results showed that majority of the students were satisfied with the experience.
  • Analysis of the expectations/ suggested they were the main factors that affected distance learning experience.
  • Almost half of the respondents (5 of 12) joined the online program.
  • They had a desire to excel in their career and become better teachers.
  • Those who cited convenience as an advantage, felt that the acquisition of increased knowledge was the most valuable benefit gained from the program.
  • The results of the study showed the various experiences that participants gained while pursuing their master’s degree.
Results and analysis interpretation Results and analysis interpretation

Discussion

  • Relatively, results were evaluated according to the implications that they contain.
  • This was in relation to the current educational setting of the participants in relation to postmodernism.
  • Experiences did not differ much and leaned towards increased capacity and ability and in handling aspects of education.
  • Reasons of the participants were varied, personal enhancement and financial motivation were the common factors.
  • Participants strongly preferred the convenience and flexibility of online degrees which allowed them to study at home.
  • Respondents benefited from distance learning mostly in the enhancement of their teaching skills and capabilities.
  • Distance learning programs bring in the elements of inquiry-based learning and liberal education patterns.
  • The programs assist in the expression of better academic ideas.
Discussion Discussion

Summary, Conclusions and Recommendations

  • The purpose of this study was to explore the experiences of in-service teachers who pursue a master’s degree through distance learning.
  • This research examined the motivations of in-service teachers for pursuing a master’s degree through distance learning and the benefits reported.
  • Understanding of distance education learning is explored through the lens of postmodernism.
  • The concept of contemporary professionalism demands multidisciplinary approaches to create a positive impact through professionals.
  • The pursuit of contemporary learning environment that provides solution for concerns in accessibility, funding, and quality learning.
  • The ability to organize material within the system on a platform such as a PC.
  • This will aid students in the continuation of course work when connectivity to the server is not available.
Summary, Conclusions and Recommendations Summary, Conclusions and Recommendations
This presentation on Distance Learning Experiences of In-Service Music Teachers From Puerto Rico was written and submitted by your fellow student. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly.
Removal Request
If you are the copyright owner of this paper and no longer wish to have your work published on IvyPanda.
Request the removal

Need a custom Presentation sample written from scratch by
professional specifically for you?

801 certified writers online

Cite This paper
Select a referencing style:

Reference

IvyPanda. (2022, August 9). Distance Learning Experiences of In-Service Music Teachers From Puerto Rico. https://ivypanda.com/essays/distance-learning-experiences-of-in-service-music-teachers-from-puerto-rico/

Reference

IvyPanda. (2022, August 9). Distance Learning Experiences of In-Service Music Teachers From Puerto Rico. Retrieved from https://ivypanda.com/essays/distance-learning-experiences-of-in-service-music-teachers-from-puerto-rico/

Work Cited

"Distance Learning Experiences of In-Service Music Teachers From Puerto Rico." IvyPanda, 9 Aug. 2022, ivypanda.com/essays/distance-learning-experiences-of-in-service-music-teachers-from-puerto-rico/.

1. IvyPanda. "Distance Learning Experiences of In-Service Music Teachers From Puerto Rico." August 9, 2022. https://ivypanda.com/essays/distance-learning-experiences-of-in-service-music-teachers-from-puerto-rico/.


Bibliography


IvyPanda. "Distance Learning Experiences of In-Service Music Teachers From Puerto Rico." August 9, 2022. https://ivypanda.com/essays/distance-learning-experiences-of-in-service-music-teachers-from-puerto-rico/.

References

IvyPanda. 2022. "Distance Learning Experiences of In-Service Music Teachers From Puerto Rico." August 9, 2022. https://ivypanda.com/essays/distance-learning-experiences-of-in-service-music-teachers-from-puerto-rico/.

References

IvyPanda. (2022) 'Distance Learning Experiences of In-Service Music Teachers From Puerto Rico'. 9 August.

Powered by CiteTotal, reference generator
More related papers