Update: College Music

Courses on the Internet
Virtual Worlds –
Best Practices in Education

2011

Nicholas John Proszkow

12/15/2010
 

 
   

 
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Abstract

Distance education is a popular movement in education today. Many colleges and

universities are including distance education as part of their state’s institutional effectiveness

reports as well as cost-cutting measures for severely underfunded budgets. This article discusses

the past history of distance learning in music education, the current offerings in music using

distance learning, and how we can expect distance learning in music to operate in the future.

The goal of this study is to compare current findings to those found in 2001 by McLain (2003)

and to update the music education community with current online music course offering trends.

The results showed a definite increased interest in online distance learning in higher

education music institutions. However, the field is still lagging behind national trends. Since one

third of the U.S. student population is currently involved in distance learning, it is imperative that

the music education field prepare and provide for students of the future (Parsad & Lewis, 2008).

Information on current state offerings in online music courses should be used as a baseline for

improvements and the advancement of music education into the future.

Background on Distance Education

Distance education has been defined in a variety of ways over the course of the twentieth

century. The definition of distance education can be viewed as using, “non-continuous

communication, the use of two-way interactive communication, and the use of technology”

(Gunawardena & McIsaac, 2004, p. 358) “capable of interactive and individualized education at

a distance” (Garrison & Shale, 1987, p. 12).

Distance education has been adopted as a replacement for the aging label

“correspondence education.” Correspondence education began as one-way communication

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between the instructor and student. Printed documents were sent through the mail, worked on by

the student, and returned to the instructor. The name change occurred in 1982, when the

International Council for Correspondence Education replaced correspondence with distance in its

title. Technological developments in the field of distance education, specifically the internet and

online classes prompted the need for the change. These developments also provided expanded

access to education through distance learning (Gunawardena & McIsaac, 2004). Distance

education now primarily utilizes two-way communication through devices connected to the

internet. Print-based media now supplements a diversely rich multimedia online classroom.

Distance Education in Music

While online distance education is not a new concept, utilizing that format within the

realm of music is a relatively new endeavor. A literature search reveals no relevant articles

written about distance education and music before 1990. After 1990, and during the rise of the

World Wide Web, online educational courses in music began to develop for non-serious

musicians or hobbyists. During the past decade, pilot studies began to determine the availability

(McLain, 2003) and desirability (Bond, 2002) of distance learning in music. Web sites

incorporating multimedia-rich instruction began to appear, and higher education institutions

began to offer online music courses for college credit.

History of Distance Education in Music

In a video interview given in 2006, Lindsay discussed how Berklee College of Music

offered correspondence learning in addition to their normal school offerings as early as 1950

(2006). Their correspondence classes were designed for those who could not physically get to

the school in Boston, Massachusetts and to expand the college’s influence and student base. The
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program started with a 25 week “Berklee-by-mail” class in music theory and arranging.

Assignments were sent out weekly by the professor, completed by the student, and mailed back.

All the materials utilized were printed by Berklee Press. This course offered supplemental skills

for working musicians without necessitating time away from home. The professors involved

supplemented their traditional teaching load with this correspondence program.

The explosion of internet availability in the United States in the 1990s provided a new

medium for music distance learning courses. Online courses provided amateur musicians with

lessons like learning how to play the piano. In 1996, Gregory Ramsey developed such a web-

course (2009). The web site provided instructor comments and audio clips to supplement the

written text on each of the web-lessons, with the addition of video instructions as internet

technology improved. The instruction was completely asynchronous and enabled musical skill

refinement as well as promoting a musical hobby. Additional courses were later made available

with the purchase of a CD-Rom disc.

Besides the pioneering correspondence courses offered by Berklee College of Music,

higher education institutions neglected distance learning in music, and not much research can be

found on the topic. McLain (2003) showed that music educators in the early 1990s were mainly

interested in using distance education as a supplement to their professional development.

Distance Education in Music Today

Building upon the few early web-course developments in music of the 1990s, many web

sites today offer distance learning in music, utilizing new technologies such as streaming audio

and video through internet advancements. RockFactory.US is one of the pioneers in utilizing

synchronous distance learning technology over the internet (2009). Each music lesson is

scheduled for a particular time where the student and instructor meet using proprietary web-
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based software for individual private lessons. WorkshopLive.com (2010) and Zebra Keys (2010)

are examples of online asynchronous distance learning in music. All of these sites cater to a non-

professional hobbyist musician or to trained musicians who need to improve specific skills.

These asynchronous courses are delivered through instructor videos or audio-graphical

animations over the internet.

Private instruction in music through distance learning has just begun to be investigated.

Students in remote locations of Western Australia were part of a pilot study on the effectiveness

of private instruction and distance education (Bond, 2002). Students were instructed through

audio-graphical programs from a CD-Rom disc and through supplemental internet messaging

between the instructor and other students in the program. Narrowband (dial-up) internet access

was used for the internet messaging portion of the study. The theory behind the study was to

develop an online distance learning curriculum, utilize asynchronous online flexibility, and to

promote the arts into the distance learning arena. The study showed that (then) current

technology impeded the success of the program, primarily because most of the actual instruction

was off-line through the use of physical media, and group collaboration among the participants

did not occur to any ideal amount. However, Bond also states this form of education has been

successful. Pinchas Zukerman has successfully integrated videoconferencing and broadband

internet into private lessons with his students from both the Sydney Conservatorium of Music in

Australia and the Manhattan School of Music in the United States throughout his career (Bond,

2002).

Higher education music institutions still appear to be lagging behind in adopting distance

education, with one notable exception. From its history of pioneering correspondence education

in music, Berklee College of Music has also pioneered online distance learning in music as well

(2010). Both music professionals and undergraduate music students have access to their
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asynchronous classes through proprietary course management software. The school promotes

distance learning in music production, songwriting, arranging, voice, music business, bass,

keyboard, and music theory lessons through its BerkleeMusic website. The goal of the program

is to provide more students access to music instruction, promote the music industry, and expand

their influence outside of Boston, Massachusetts. Unfortunately, Berklee College of Music is not

nationally accredited by the National Association of Schools of Music (NASM), and thus was

not included in this study. The school is accredited through the New England Association of

Schools and Colleges (NEASC).

The NASM online member list shows there are currently a few degree programs in the

United States that are offered through distance education (NASM, 2010). The NASM requires

that greater than forty percent (>40%) of courses for a degree program in music be given through

distance education to qualify for the distance learning label (NASM, 2009). The NASM

membership list makes no distinction between correspondence distance learning and online

distance learning. At the time of this publication, seven schools have a NASM labeled distance

learning degree program including:

1. Auburn University – Master of Education in Music Education

2. Boston University – Master of Music in Music Education
3. Boston University – Doctor of Arts in Music Education
4. East Carolina University – Master of Music in Music Education
5. Ohio University – Master of Music in Music Education
6. St. Mary-of-the-Woods – Master of Art in Music Therapy
7. Stephen F. Austin State University – Master of Art in Music Education
8. University of Hawai’i at Manoa – Master of Art in Music Education

In an effort to discover the content and number of music courses offered online in the

United States during 2001, McLain performed an internet search study (2003) that reported 155

online music courses were offered from 115 schools in 38 states. All of the courses found were
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taught online with minimal face-to-face interaction and qualified for college credit. Each course

was separated into specific categories (See Table 1).

Method of Research

This study was designed as a follow-up to the McLain 2003 study to find current higher

education music courses offered as distance learning through the internet. In order to be

included in this study, the distance learning courses were required to (1) qualify for college credit

and (2) be completely taught through the internet without any necessary face-to-face contact

between student and professor. Courses requiring some traditional face-to-face time (hybrid

courses) were not included in this study.

There are currently 1,739 higher education music institutions in the United States

(College Music Society, 2009). The sample population for this study was drawn from the 634

NASM accredited schools in the United States. Of these, 92 percent (N = 590) were degree

granting institutions used as the sample population for this study (NASM, 2010). Accreditation

standards are identical for both distance learning degrees and traditional learning degrees

(NASM, 2009). Each state and the District of Columbia are represented except for the state of

Vermont, which currently does not have any NASM accredited institutions.

Online searches were conducted to discover online distance learning music courses for

each sample institution. The searches incorporated the main Universal Resource Locator (URL)

for each school found from the NASM online member list. In some instances, the NASM listing

was found to be incorrect and the URL was correctly modified for the search. For each of the

NASM sample schools, six Boolean search strings were used in combination with the school’s

URL:

1. “online class” “music” site: (URL)

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2. “online course” “music” site: (URL)

3. “distance course” “music” site: (URL)
4. “outreach course” “music” site: (URL)
5. “outreach class” “music” site: (URL)
6. “distance learning” “music” site: (URL)

These six search strings accurately found online courses from the seven currently listed

NASM distance learning programs. Searches were conducted using the Firefox web browser

version 3.6.2 and the Google search engine. All searches took place over a two week period to

ensure relevancy and accuracy of the information found.

The semester or year courses found were offered was not distinguished in this study.

However, most of the online course schedules found had a limited range of past, current, and

future class schedules. Graduate and undergraduate level courses were also not distinguished

due to differing numbering systems utilized by each sample institution. Courses found to be

online distance learning options were recorded and separated into the same ten subject categories

employed from the McLain 2003 study and an additional category for courses that did not fit into

the original categories.

Results

Of the sample NASM accredited schools in the United States (N = 590), internet searches

found 184 institutions from forty six states that offered online courses in music. A total of 644

online distance learning courses were found (See Table 1 and 2). This researcher cautions that it

is probable that some courses were not found using the variables in this study; however, those

that were found represent an accurate sample of the total population.

In addition to the ten subject areas used in the McLain 2003 study, an additional category

of “new topics in music” was needed. This category included music classes which were not
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available online in 2001, such as music psychology, and courses which spanned multiple

categories, such as arranging music in Finale.

A total of 23,872 search “hits” occurred from the 590 schools using the Boolean search

strings. Each hit was viewed by the researcher and links were investigated when they indicated

additional material regarding course syllabi or online course catalogs. Two thirds of the total

search “hits” (66.6%; N = 15,897) were found using the “distance learning” string.

In addition to the seven schools currently listed by NASM as offering distance learning

degrees, an additional eight schools also qualify for the label:

9. Judson College – Bachelor of Arts in Music

10. Valley City State University – Bachelor of Science in Education (Music Specialty)
11. University of South Florida – Master of Arts in Music Education
12. University of Idaho – Master of Music in Music Education
13. University of Northern Iowa – Master of Music in Music Education*
* Available only in Iowa
14. University of Southern Mississippi – Master of Music in Music Therapy
15. University of Nebraska at Kearney – Master of Arts in Education (Music Specialty)
16. Kent State University – Master of Music in Music Education

States which have no online music course offerings include Connecticut, New

Hampshire, South Carolina, and Vermont in addition to Washington, DC. States without online

course offerings are not included in the following summary. Texas has the largest number of

NASM accredited schools (N = 34) while Delaware, Hawaii, and Wyoming have the least (N =

1). Texas also has the largest number of schools offering online music classes (N = 15) while

Alaska, Arkansas, Delaware, Hawaii, Maryland, Nevada, New Mexico, North Dakota, Rhode

Island, and Wyoming have the least (N = 1). Texas also has the largest number of online music

courses (N = 50) while Arkansas, Nevada, and Wyoming have the least (N = 1) (See Table 2).

The State University of New York system, the University of Wisconsin system, and the

University of Texas system have shared distance learning resources within their respective

schools.
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Some schools searched did not provide “hits” for any of the Boolean search strings

(3.6%; N = 21). The web site for each school was checked for operational status, and each

homepage was found operational at the time of searching. Factors for a zero hit result were most

likely due to an absence of any distance learning program in music from those schools. Other

factors may include missing web page meta-data, a lack of online documentation of distance

education programs within the university, or a search engine data collecting error.

Discussion

Out of the sampled higher education music institutions in the U.S., thirty one percent

were found to offer online music courses for credit. Compared to the seven percent found by

McLain in 2001 (2003), the interest in distance learning in music is building. However, this

result also shows that the current music education field is lagging behind the national trends from

2006-2007 where fifty eight percent of the estimated 2,400 four-year U.S. institutions offered

distance learning courses online for credit (Parsad & Lewis, 2008).

The total number of classes found in 2010 (N = 644) versus those found in 2001 (N =

155) shows an increase in online music classes of 415 percent, or an average growth rate of

seventeen percent per year. Using an Analysis of Variance (ANOVA) calculation, the

distribution of categorized courses offered in 2010 is significantly different from those offered in

2001 (p = .005). The most dramatic distribution change occurs in the category of music

appreciation (See Table 2). In 2001, music appreciation accounted for forty one percent of

online learning in music while only accounting for eleven percent in 2010. The category of

music education showed the greatest increase. It accounted for only eight percent of online

learning in music in 2001 and grew to nineteen percent of online learning in 2010. The results of

this study indicate a shift from providing the majority of distance education in generalized
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courses aimed at non-music majors to music education specific courses. This shift shows that

technology and understanding of online learning has improved enough within music institutions

to offer these courses to their music degree seeking students. Additionally, higher education

professors becoming more comfortable with the online format may be less skeptical of

transferring their traditional classes online.

The distribution of “hits” using the various Boolean search strings indicates the term

“distance learning” is becoming the default term used to describe college music courses given

through the internet. However, many search “hits” also occurred when the string “online course”

was used. It is possible that some music institutions and courses were not found using the

research Boolean search strings. Unfortunately, course list access and databases vary widely

between institutions. A list of online music institutions throughout the U.S. and the world would

be a very beneficial future endeavor to aid in tracking, analysis, and comparison of online

programs in music.

All of the online music courses found and tabulated in this research are offered for

collegiate credit. The skills and knowledge gained from these courses is expected to be equal to

or surpass those from traditional courses. There are, however, some online courses that do not

qualify for college credit. During the course of this study, music classes offered through a

program called Ed2Go were promoted as distance learning courses, but only for personal

enrichment and not for college credit. It is imperative that all potential degree-seeking distance

education students thoroughly evaluate each institution they are interested in, as well as with

traditional learning environments. When choosing an online distance education degree program,

national accreditation is a great way to ensure knowledge and skills are maintained throughout

the program. Without proper accreditation or learning standards, the online institution may be

regarded as inferior and given the label of a diploma mill.

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Distance education in the United States has grown substantially since its inception in the

1990s. Higher education music institutions have been lagging behind national trends, but the

gains made between 2001 and 2010 show an ongoing interest in providing online access for

music instruction. Using 2007-2008 data from The Sloan Consortium (Allen & Seaman, 2010)

we can predict that today, 34 percent of students in higher education are currently involved with

distance learning in the United States. If this trend continues, 69 percent of the student

population will be learning through distance education by the year 2015.

Technology like mobile computing, augmented reality displays, and gesture based

computing along with media advances like open content, e-books, and connected visual data

analysis (Johnson, Levine, Smith, & Stone, 2010) will become available in the near future.

These advancements will make distance education not only a viable option, but may make

distance education more popular than traditional education. Research in developing technology

such as virtual reality also shows an increased interest in distance education by higher education

institutions (Pham, et al., 2008; Gerald & Antonacci, 2009). Texas State Technical College was

the first university to have a complete virtual graduate, receiving their diploma in May, 2009

(PRWeb, 2009).

Studies show mixed results regarding the differences between distance learning courses

and traditional courses. Reuter (2009) and Verduin and Clark (1991) show that students

achieved better grades through distance learning, and learning is just as effective if not more so

than traditional learning. However, Urtel (2008) and Thomerson and Smith (1996) argued that

students receive better grades through the traditional format, and the physical learning

environment and overall course enjoyment is better than through distance learning.

A cause of mixed results in educational medium may lie in the instructors of these

courses. Many instructors teach in a traditional style they learned from their own educational
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experiences. These styles, many very effective in a traditional classroom, may not transfer to

efficient teaching through distance learning. McLain (2005) found that student interaction with

the instructor through distance learning is very different from traditional education. Traditional

set office hours altered to continuous contact throughout a course gives the illusion that workload

is higher with a distance education class. Her results refute that perception, showing that online

course preparation time is not higher than tradition course preparation time.

The distance education movement of this century is showing no signs of slowing.

Technology and communication advances are pushing educators and institutions to provide

better, cheaper access to more students now more than ever in our history. Music education, as

well as all other educational areas, must embrace this new format of learning as well as keeping

learning and knowledge standards high. A continued examination of the types of online music

courses and how they are being offered will benefit the music education community by providing

information on what is currently being offered online and what other courses are needed to

facilitate better instruction for future students.

 
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Table 1. Distribution of Online Music Courses by Subject: 2001 & 2010.

2001 2001 2010 2010
Subject Area (N) (%) (N) (%)
Music Appreciation 64 41.3% 68 10.6%
Jazz / Rock 'n Roll 14 9.0% 71 11.0%
American Music 5 3.2% 32 5.0%
Mozart 1 0.6% 0 0.0%
Rococco & Classical Periods 1 0.6% 4 0.6%
Bach 1 0.6% 0 0.0%
The Avant-Garde 1 0.6% 0 0.0%
New Topics N/A N/A 58 9.0%
Music Theory / Fundamentals 17 11.0% 83 12.9%
Introduction to Music 13 8.4% 50 7.8%
Music Education 13 8.4% 123 19.1%
Technology 9 5.8% 17 2.6%
Music History 7 4.5% 53 8.2%
World Music 4 2.6% 26 4.0%
Research / General Graduate Studies 4 2.6% 42 6.5%
Performance 1 0.6% 17 2.6%
Totals 155 100% 644 100%
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Table 2. 2010 Distribution of Sampled Online Schools and Music Courses by State.
States with Sample Sample Sample Music Music Courses
Online Distance Schools Schools Schools Courses Online (N) /
Learning in (N) Online Online Online Schools Online
Music (N) (%) (N) (N)
Alabama 16 3 18.8% 48 16.0
Alaska 2 1 50.0% 3 3.0
Arizona 3 3 100.0% 18 6.0
Arkansas 13 1 7.7% 1 1.0
California 33 4 12.1% 8 2.0
Colorado 12 3 25.0% 5 1.7
Connecticut 5 0 0.0% 0 0.0
Delaware 1 1 100.0% 2 2.0
Florida 18 2 11.1% 12 6.0
Georgia 22 3 13.6% 5 1.7
Hawaii 1 1 100.0% 12 12.0
Idaho 5 3 60.0% 15 5.0
Illinois 24 3 12.5% 6 2.0
Indiana 17 5 29.4% 26 5.2
Iowa 11 2 18.2% 9 4.5
Kansas 14 6 42.9% 23 3.8
Kentucky 11 7 63.6% 28 4.0
Louisiana 15 4 26.7% 6 1.5
Maine 2 2 100.0% 17 8.5
Maryland 5 1 20.0% 3 3.0
Massachusetts 12 4 33.3% 22 5.5
Michigan 17 9 52.9% 19 2.1
Minnesota 18 5 27.8% 9 1.8
Mississippi 11 8 72.7% 34 4.3
Missouri 19 5 26.3% 10 2.0
Montana 3 3 100.0% 11 3.7
Nebraska 7 2 28.6% 22 11.0
Nevada 2 1 50.0% 1 1.0
New Hampshire 2 0 0.0% 0 0.0
New Jersey 8 3 37.5% 6 2.0
New Mexico 3 1 33.3% 4 4.0
New York 16 5 31.3% 15 3.0
North Carolina 19 6 31.6% 28 4.7
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Table 2 (Continued). 2010 Distribution of Sampled Online Schools and Music Courses by
State.
States with Sample Sample Sample Music Music Courses
Online Distance Schools Schools Schools Courses Online (N) /
Learning in (N) Online Online Online Schools Online
Music (N) (%) (N) (N)
North Dakota 5 1 20.0% 19 19.0
Ohio 33 6 18.2% 42 7.0
Oklahoma 15 7 46.7% 12 1.7
Oregon 10 3 30.0% 6 2.0
Pennsylvania 28 9 32.1% 17 1.9
Rhode Island 2 1 50.0% 4 4.0
South Carolina 18 0 0.0% 0 0.0
South Dakota 5 2 40.0% 3 1.5
Tennessee 19 7 36.8% 16 2.3
Texas 34 15 44.1% 50 3.3
Utah 5 4 80.0% 23 5.8
Vermont 0 0 0.0% 0 0.0
Virginia 13 4 30.8% 5 1.3
Washington 10 3 30.0% 3 1.0
Washington, DC 4 0 0.0% 0 0.1
West Virginia 5 2 40.0% 5 2.5
Wisconsin 16 12 75.0% 10 0.8
Wyoming 1 1 100.0% 1 1.0
Totals 590 184 644
Mean: 11.6 3.6 39% 12.6 3.7
   
Proszkow Update: College Music Courses on the Internet Page | 16
 

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