Looking Into the Virtual Space: Teacher Perceptions of Online Graduate Music Education

Abstract

Online study in music teacher education at the master’s degree level has existed for more than a decade, with hundreds of music teachers pursuing professional development or completing their graduate degrees in this format. The purpose of this study was to examine music teachers who have and who have not participated in online graduate music education regarding their perceptions of these programs. The conceptual theory known as connectivism (Siemens, 2005), highlighting properties of Autonomy, Diversity, Interactivity, and Openness, guided data collection and analysis. We used a quantitative survey method through a researcher-developed instrument. Distributed nationally, 807 (2.1%) respondents offered their perspectives, with analysis via rank order, correlation, and confirmatory factor analysis linked to the theoretical framework. Results suggest that teachers find value in elements of online education that include content, pedagogy, convenience and flexibility, professional development, and career advancement. With regard to the facets of connectivism, Autonomy contributed the largest amount of variance followed by Diversity, Interaction, and Openness. The results of this study warrant consideration as distance music education in graduate settings will likely continue to grow in the coming years.