DESIGNING AND VALIDATING AN ONLINE MUSIC THEORY MODULE FOR ADULTS: INTEGRATING THE ASSURE MODEL AND THEORY OF MULTIPLE INTELLIGENCES

Abstract

As one of the indicators to determine whether there has been a success in online learning, the rate of adult enrolment in the education of online music theory can assist in reflecting the intended outcome. Accordingly, Gardner’s theory of multiple intelligences, which is also recognised as the MI theory, was incorporated with the ASSURE learning model in the present study, seeking to develop an instructional module tailored to the education of online music theory for adults. In particular, several challenges experienced by music teachers in Kuala Lumpur and Penang, Malaysia, were examined. To achieve the objective, a total of 10 experienced music teachers were invited to participate in the interviews, with relevant responses provided by the teachers assisting in the needs analysis. The results demonstrated that it was important to sustain adequate levels of engagement and evaluate how the adult learners actually understood the theory, as both were discovered to be the key challenges in an online learning context. Throughout the process, a 10-unit module was also established, which was consistent with the ABRSM Grade 1 to Grade 3 Music Theory Syllabus. Furthermore, three experts were invited to help validate the relevance, clarity, and applicability of the module, thereby validating that the instructional module was not only customised for adult learners but was also intelligence-based and structured. In the future, the module could be further catered to different learning preferences and requirements, especially in the context of the education of online music theory.