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Using empirical data to clarify the meaning of various prescriptions for designing a webbased course

Using empirical data to clarify the meaning of various prescriptions for designing a webbased course Design prescriptions to create webbased courses and sites that are dynamic, easytouse, interactive and datadriven, emerge from a how to do it approach. Unfortunately, the theory behind these methods, prescriptions, procedures or tools, is rarely provided and the important terms, such as easytouse, to which these prescriptions refer are not defined. The empirical results reported here bring lighting on the meaning of several design prescriptions that contain qualitative attributes. This paper aims at clarifying the meaning of several webbased course design prescriptions found in the literature in the context of two music webbased courses. Two examples are presented and the results of the students assessment regarding several design prescriptions are given. First, what we learned while producing the first release of the web part of an undergraduate music course entitled Teaching and Music Technology is presented. Then, what else we learned when the second release was assessed by students is detailed. The next part concerns what we used while developing the undergraduate music course FrenchCanadian folk which gives access to several music files and scores. Again the results of the students assessment are presented. The list of the various technologies that must be highly mastered to produce such musical content is given. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Interactive Technology and Smart Education Emerald Publishing

Using empirical data to clarify the meaning of various prescriptions for designing a webbased course

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Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
1741-5659
DOI
10.1108/17415650480000026
Publisher site
See Article on Publisher Site

Abstract

Design prescriptions to create webbased courses and sites that are dynamic, easytouse, interactive and datadriven, emerge from a how to do it approach. Unfortunately, the theory behind these methods, prescriptions, procedures or tools, is rarely provided and the important terms, such as easytouse, to which these prescriptions refer are not defined. The empirical results reported here bring lighting on the meaning of several design prescriptions that contain qualitative attributes. This paper aims at clarifying the meaning of several webbased course design prescriptions found in the literature in the context of two music webbased courses. Two examples are presented and the results of the students assessment regarding several design prescriptions are given. First, what we learned while producing the first release of the web part of an undergraduate music course entitled Teaching and Music Technology is presented. Then, what else we learned when the second release was assessed by students is detailed. The next part concerns what we used while developing the undergraduate music course FrenchCanadian folk which gives access to several music files and scores. Again the results of the students assessment are presented. The list of the various technologies that must be highly mastered to produce such musical content is given.

Journal

Interactive Technology and Smart EducationEmerald Publishing

Published: Nov 30, 2004

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