Music Technology Educators’ Use of Andragogical Principles for Adult Students Using Technology for Learning

  • DOI: https://doi.org/10.18177/sym.2020.60.sr.11477

Abstract

This pilot study investigated andragogical principles adopted by music technology educators working with non-traditional students (NTM’s) using technology. Andragogical methodologies respect the prior lived experience of adults and establish a collaborative relationship between teacher and student. A modified, 51-question Principles of Adult Learning Scale (PALS) survey was administered online to music educators (N = 53). Respondents were organized into two groups including higher education (n = 41) and Other (online, K-12, and community educators, n = 12). Results showed that there were significant differences among university educators on 16 out of the 51 PALS questions and significant differences between the university educator group and the Other group on four out of the 51 PALS questions. PALS data revealed that there was a relationship between the andragogical concepts adopted by music technology educators and increased use of technology by adult learners. Implications for music technology and adult learning are discussed along with recommendations for future research.   

 

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Last modified on Monday, 11/05/2020

Daniel A. Walzer

Daniel A. Walzer is an Assistant Professor of Composition for New Media at the University of Massachusetts Lowell. Walzer's research and reviews appear in the Leonardo Music Journal, the Journal of Music, Technology & Education, the Journal of Radio & Audio Media and recent articles in TOPICS for Music Education Praxis, and the Music Educators Journal. Walzer received his MFA in Music Production and Sound Design for Visual Media from Academy of Art University, his MM in Jazz Studies from the University of Cincinnati and his BM in Jazz Studies from Bowling Green State University. Walzer is currently pursuing a PhD in Leadership at the University of the Cumberlands.  

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