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Abstract
The focus of this investigation examines music students’ personal experience and learning outcomes when comparing synchronous online to traditional instruction in Jazz Concepts. In order to effectively deliver synchronous online music instruction that rivals traditional in-person instruction, the implementation of technology must serve to emulate a face-to-face experience and provide for an equivalent learning opportunity. This study evaluates 2 groups of undergraduate Music & Technology instrument majors from a small private for-profit college located in the southeastern United States. A total of 20 students participated ranging in age from 19 to 37 (M = 23.9, SD = 3.9). Students were randomly divided into an online group (N = 10) with 6.8 average years playing experience and an in-person group (N = 10) with 8.9 average years playing experience. The study took place over a 5-week period of time and included an instructional unit in jazz history, jazz theory, and jazz improvisation. Elements explored included a comparison of student learning outcomes between the two methodologies, the implementation of technology as a teaching mechanism, and an analysis of the participants’ experience and perceptions of achievement given the specific medium of instruction. Results showed no statistical effect or significance in data analysis, however, the in-person group consistently had greater gains and higher percentage scores from pre-test to post-test for all 3 units. An anonymous student survey questionnaire was disseminated that revealed varied student opinions and experiences as a result of the study. In addition, implications for future use of technology in music education are explored, as well as an examination of what instructional modifications have been found effective in the implementation of online learning in modern educational settings.