Instructional Design Factors Associated with Adult Learners’ Satisfaction in an Online Adult Music Theory Course (Faktor Reka Bentuk Instruksional yang Berkaitan dengan Kepuasan Pelajar Dewasa dalam Kursus Teori Muzik Dewasa Secara Dalam Talian)

Abstract

In music theory or any other skill-focused areas, the quality and retention in adult online learning are primarily assessed
based on learner satisfaction. However, there are limited findings on the influence of instructional design on adult
learners’ satisfaction in online music education. Addressing that, the current study explored instructional design factors
associated with adult learners’ satisfaction in an online music theory course. The course was developed using the
ASSURE model, guided by the theory of multiple intelligences (MI theory), and included clear learning objectives, a
logically sequenced content progression based on the ABRSM Grade 1–3 Music Theory syllabus, diverse MI-based
activities addressing visual-spatial, logical-mathematical, verbal-linguistic, musical, interpersonal, intrapersonal, and
bodily-kinaesthetic intelligences, formative assessments, and structured feedback for constructive alignment. This study
employed a mixed-methods design, involving adult undergraduate students, and employed Student Learning Satisfaction
in Online Learning Environment (SLS–OLE) instrument, complemented by semi-structured interview sessions. Findings
identified four instructional design factors associated with participants’ satisfaction: (1) structured guidance and clarity,
(2) instructor presence and feedback, (3) active and interactive learning activities, and (4) technology and pacing. In
conclusion, online music theory education, particularly higher education course design for adult learners, should
leverage pedagogical coherence and theory-informed instructional design as its primary elements to support learner
satisfaction, instead of relying solely on technological tools.