Online Education - General

1. What faculty actions positively influence student satisfaction in the online classroom at the community college level? 

Jackson, L. C., Jones, S. J., & Rodriguez, R. C. (2010). Faculty actions that result in satisfaction in online courses. Journal Of Asynchronous Learning Networks, 14(4), 78-96.

2. What course design factors influence the success of asynchronous online learning? 

Swan, K., Shea, P., Fredericksen, E. E., Pickett, A. M., & Pelz, W. E. (2000). Course design factors influencing the success of online learning. Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement. Retrieved from ERIC database. (ED 448760)

3. Is there a dominant learning style of students in online courses? Is there a preferred method of online instruction? Is there a relationship between learning styles and the preferred method of online instruction?

Butler, T. (2004). Student's learning styles and their preferences for online instructional methods. Journal of Educational Technology Systems, 34(2), 199-221.

Music Teaching and Learning

4. What factors differentiate levels of expertise of music educators. Is such expertise independent of years of teaching experience? 

Standley, J., & Madsen, C. (1998). An observation procedure to differentiate teaching experience and expertise in music education. In, Collected Work: Music education research: An anthology from the Journal of research in music education. 392-398.

5. What was the perception of former, current, and prospective students in music education and of key-administrators in the graduate music education program regarding the need for flexible (including online) learning? 

Fung., V.C. (2004). Perception of the need for introducing flexible learning in graduate studies in music education: A case study. College Music Symposium, 44.