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Playing Together: Designing Online Music Courses Using a Social Constructivist Framework

Playing Together: Designing Online Music Courses Using a Social Constructivist Framework

Jennifer Lock, Carol Johnson
Copyright: © 2018 |Pages: 19
ISBN13: 9781522551096|ISBN10: 1522551093|EISBN13: 9781522551102
DOI: 10.4018/978-1-5225-5109-6.ch009
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MLA

Lock, Jennifer, and Carol Johnson. "Playing Together: Designing Online Music Courses Using a Social Constructivist Framework." Pedagogy Development for Teaching Online Music, edited by Carol Johnson and Virginia Christy Lamothe, IGI Global, 2018, pp. 183-201. https://doi.org/10.4018/978-1-5225-5109-6.ch009

APA

Lock, J. & Johnson, C. (2018). Playing Together: Designing Online Music Courses Using a Social Constructivist Framework. In C. Johnson & V. Lamothe (Eds.), Pedagogy Development for Teaching Online Music (pp. 183-201). IGI Global. https://doi.org/10.4018/978-1-5225-5109-6.ch009

Chicago

Lock, Jennifer, and Carol Johnson. "Playing Together: Designing Online Music Courses Using a Social Constructivist Framework." In Pedagogy Development for Teaching Online Music, edited by Carol Johnson and Virginia Christy Lamothe, 183-201. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-5109-6.ch009

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Abstract

Music education, like many disciplines, is transitioning to the online environment, which impacts the learning landscape. This transition, along with a mindshift by instructors, requires careful consideration of the theoretical underpinnings needed to inform the design, facilitation and assessment to create conditions where students are actively engaged in learning and meaning making. The affordance of digital technologies (e.g., synchronous and asynchronous, multimedia) provides a means for creating and articulating knowledge. This chapter discusses online learning and explores the nature of constructivist and social-constructivist theories and how they can be applied in the design, facilitation, and assessment of online music education. Examples of constructivist learning in online music courses are shared for the purpose of examining how technology can be used to support the learning outcomes grounded on social constructivism. The chapter concludes with directions for future research and implications for practice.

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