[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-593501-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-593501-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","teaching-music-as-a-university-elective-course-through-e-learning","Teaching Music as a University Elective Course Through E-learning","","E-learning is examined as a key instructional medium capable of shifting education from teacher-centered methods to interactive, learner-centered learning. The study compares student achievement and attitudes toward music learning across two course delivery approaches: blended learning versus face-to-face instruction. Using a pre-test/post-test control group experimental design, 179 university students were assigned to experimental and control groups. The blended mode combined in-person and online activities and showed statistically significant advantages in both achievement and attitudes.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/teaching-music-as-a-university-elective-course-through-e-learning/593501/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/teaching-music-as-a-university-elective-course-through-e-learning/593501.png","ImageObject",300,407,{"name":42,"@type":43},"Jasmine","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What learning formats does the study compare?","Question",{"text":63,"@type":64},"It compares blended learning with face-to-face (FTF) instruction for a university music elective course.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the experiment designed and who participated?",{"text":68,"@type":64},"A pre-test/post-test control group experimental design was used with 179 university students at Al-Quds University, assigned to experimental and control groups.",{"name":70,"@type":61,"acceptedAnswer":71},"What were the key results about student achievement and attitudes?",{"text":72,"@type":64},"Statistically significant differences favored the blended group, which was more successful in both course achievement and attitudes toward music learning.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},593501,1792192133,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":115,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Teaching music as a university elective course through e-learning  \nMu’tasem Adileh  \nAl-Quds University, Jerusalem  \nAbstract  \nE-learning is currently considered one of the most important mediums for instruction. It is an educational tool that seeks to change our educational system from the traditional to the interactive (Sacchanand, 2008). This study will compare students’ course achievement and attitudes toward music learning between two course delivery methods: blended and face-to-face (FTF). A pre-test/post-test control group experimental design model was used. Thus, participants were assigned to either experimental or control groups purposefully in order to achieve group equivalency.  \nThe study was conducted during the fall of the 2010-2011 academic year. The participants consisted of 179 university students who were taking a music course as a university elective course at Al-Quds University. The experimental group was taught with the blended mode of instruction, which involved using both FTF and online instruction. The control group was taught with FTF instruction alone. Prior knowledge about music was measured in both groups at the beginning of the study. Students’ final course scores and attitude scores toward music learning were evaluated at the end of the study. Data were analyzed using independent sample t-tests. A statistically significant difference was found between the FTF and the blended group. The analysis showed that the blended group was more successful than the traditional FTF group in terms of both course achievement and attitudes toward music learning.  \nKey words: Blended learning; Face-to-face instruction; Music elective course; Attitudes toward music learning  \nAustralian Journal of Music Education 2012:1, 71-79  \nIntroduction Background  \nRecently there has been a paradigm shift away from the traditional teacher-centered classroom, in which the instruction occurs with an instructor and the students at the same time and place, toward a learner-centered classroom, in which the instruction is focused on the individual learner and is based on the methods and practices that best promote high motivation, learning, and achievement (McCombs, 1999) . The development and application of information technology (IT) has become a major strategy in teaching and learning processes.  \nOnline learning is rapidly growing as the most popular form of instructional technology.  \nNumerous varieties of online education have been examined in past literature, such as online, webbased, web-enhanced, blended, hybrid and mixed mode online learning. Smith and Kurthen (2007) stated that courses that include a minimal number of web-based elements are called web-enhanced and courses that incorporate some online learning activities (less than 45%) are called blended. If online activities are between 45% and 80% then the course is considered hybrid. Classes with 80% or more e-learning are classified as fully online.  \nThis paper introduces blended learning as a method for teaching music in a university elective course offered to Palestinian university students at Al-Quds University in order to discover how instructional technology can help students become better learners. According to Bourne,  \nHarris, and Mayadas (2005) blended learning is defined as an optimal combination of face-to-face (FTF) and online education that improves learning and satisfaction of instructors and students at a reasonable cost. Yoon and Lim (2007) state that the concept of blending should help teaching and performance professionals create and manage plans to make the best use of FTF and technological formats, selecting the optimum instructional or non-instructional performance solutions.  \nDespite the fact that online learning is a widely used learning practice with many strategic advantages, FTF and online learning are still side by side in the educational world. Some researchers believe that there will always be a place for instructor-led educational pro","cbCaioE006Uq8F1m","https://ap.wps.com/l/cbCaioE006Uq8F1m","pdf",496408,"English","# Abstract\n# Introduction Background\n## Learner-centered shift and role of IT\n## Definitions and types of online/blended learning\n## Blended learning rationale and prior findings\n## Comparative research on FTF vs online vs blended","[{\"question\":\"What learning formats does the study compare?\",\"answer\":\"It compares blended learning with face-to-face (FTF) instruction for a university music elective course.\"},{\"question\":\"How was the experiment designed and who participated?\",\"answer\":\"A pre-test/post-test control group experimental design was used with 179 university students at Al-Quds University, assigned to experimental and control groups.\"},{\"question\":\"What were the key results about student achievement and attitudes?\",\"answer\":\"Statistically significant differences favored the blended group, which was more successful in both course achievement and attitudes toward music learning.\"}]","Teaching Music as a University Elective Course Through E-learning | PDF",1792077366,23]