The effectiveness of online music theory module in improving learning outcomes and satisfaction among adult learners

Adult learners who encounter difficulties in learning online music theory appear to do so owing to different training background, limited music experience, and drawbacks in foundational competencies. Additionally, the self-paced nature of online learning can reduce students’ motivation to follow through with studying the material when the material becomes abstract, theoretical, or hard to follow given the lack of timely assistance. By employing exploratory and mixed methods, this study seeks to explore the effects of an online music theory module on adult learners’ educational outcome and satisfaction. Quantitative results were elicited from the pre-post Music Theory Knowledge Test (MTKT) as a measure of learning effectiveness. Meanwhile, the Learning Systems and Online Learning Environments (SLS-OLE) questionnaire was administered to assess student satisfaction. After the intervention, the abovementioned data were supported by semi-structured interviews. Qualitative results complemented the quantitative results. The research found significant improvements to the knowledge and satisfaction level of adults regarding music theory in MI-driven, ASSURE-based teaching module. The findings indicate the importance of a coordinated multimodal approach to pedagogical design as a way to engage adult learners and facilitate the construction of knowledge. Overall, these results are of significance for building high-quality, learner-centred online music theory instruction and for the establishment of adult online learning environments.