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Online Course Design for Apprenticeship Courses
PROCEEDINGS

, University of Calgary, Canada

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, NV, USA ISBN 978-1-939797-05-6 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

The delivery of online post-secondary music education throughout the world is dependent upon social class, geography, and the availability of qualified teachers. An online music education delivery framework, which responds to these inequities, rests with pedagogy, design, and technologies informed by appropriate research and praxis. A best practice framework for developing higher education online music education courses (i.e. apprenticeship) is offered by connecting the main components for online course design with focused outcomes in learning and motivation. The main components discussed include: teaching approach, ways of student learning and models for course design that (i.e. ADDIE model (Molenda, 2003), Gagné’s Conditions for Learning (1985) and Clark & Mayer’s (2003) Principles of Design. The practical experiences gained from instructing online music courses have been the impetus for developing a framework for online apprenticeship courses.

Citation

Johnson, C. (2013). Online Course Design for Apprenticeship Courses. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2013--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 138-143). Las Vegas, NV, USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 17, 2018 from .

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