Abstract
Experiencing close listening of music selections in introductory postsecondary music courses is fraught with obstacles in the classroom environment that degrade the learning experience. To address this problem, two types of on-line delivered listening activities were designed based on theories in music cognition and knowledge acquisition. After completing demographic and prior experience questionnaires, students completed (1) a series of self-paced, independent on-line listening activities with guiding comments and questions about basic musical elements, and (2) a peer-led discussion within an avatar-based 3D virtual environment. In the self-paced environment, we collected and analysed students’ time on task, page revisitation and accuracy scores. The results indicated that none of the prior experience measures (music experience, computer experience or self-regulation levels) predicted any of the outcome variables. We then analysed the survey results for both activities that asked students to characterize their perceptions of these technology-delivered experiences. Students’ perceptions of the worth of the self-paced listening activities were dependent on their level of self-regulation, that is, students with high self-regulation scores, rated the activities lower than those with low or intermediate self-regulations scores. No differences in perception of worth were found in the subsample that experienced both types of activities.
Keywords
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsReferences
Azevedo, R.R., Cromley, J.G., Winters, F.I., Moos, D.C., Greene, J.A.: Adaptive human scaffolding facilitates adolescents’ self-regulated learning with hypermedia. Instr. Sci. Int. J. Learn. Cogn. 33(5–6), 381–412 (2005)
Boechler, P., Dragon, K., Wasniewski, E.: Digital literacy concepts and definitions: implications for educational assessment and practice. Int. J. Digit. Literacy Digit. Competence 5(4), 1–18 (2015). doi:10.4018/ijdldc.2014100101. Special Issue on Digital Literacy and Digital Competence: Facts, Problems, Needs and Trends
Boechler, P., Ingraham, M., Marin, L.F., Dalen, B., deJong, E.: Making the implicit explicit: music listening, blended delivery and the representational redescription model. Int. J. Cross-Disc. Subj. Educ. (IJCDSE) 6(1), 2095–2105 (2015)
Boechler, P., Leenaars, L., Levner, I.: Recreational vs. educational computer experience: predicting explicit and implicit learning outcomes during a website search. In: McFerrin, K., et al. (eds.) Proceedings of Society for Information Technology and Teacher Education International Conference, pp. 2499–2501. AACE, Chesapeake (2008)
Brown, J.M., Miller, W.R., Lawendowski, L.A.: The self-regulation questionnaire. In: VandeCreek, L., Jackson, T.L. (eds.) Innovations in Clinical Practice: A Source Book, vol. 17, pp. 281–289. Professional Resource Press, Sarasota (1999)
Demorest, S.M., Morrison, S.J., Jungbluth, D., Beken, M.N.: Lost in translation: an enculturaltion effect in music memory performance. Music Percept. Interdisc. J. 25(3), 213–223 (2008)
Honing, H.: Musical Cognition: The Science of Listening. Transaction Publishers, Rutgers (2009)
Karmiloff-Smith, A.: Beyond Modularity: A Developmental Perspective on Cognitive Science. MIT Press, Cambridge (1992)
Kirchner, P., Sweller, J., Clark, E.: Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educ. Psychol. 41(2), 75–86 (2006)
Long, M., Hallam, S., Creech, A., Roberston, L.: Do prior experience, gender, or level of study influence music students’ perspectives on master classes? Psychol. Music 40(6), 683–699 (2011)
Morrison, S.J., Demorest, S.M., Campbell, P.S., Bartolome, S.J., Roberts, J.C.: Effect of intensive instruction on elementary students’ memory for culturally unfamiliar music. J. Res. Music Educ. 60(4), 363–374 (2013)
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2016 Springer International Publishing Switzerland
About this paper
Cite this paper
Boechler, P., Ingraham, M., Marin, L.F., Dalen, B., de Jong, E. (2016). A Framework for Designing On-line Listening Activities for Postsecondary Music Courses: What Students’ Performance and Perceptions Tells Us. In: Zvacek, S., Restivo, M., Uhomoibhi, J., Helfert, M. (eds) Computer Supported Education. CSEDU 2015. Communications in Computer and Information Science, vol 583. Springer, Cham. https://doi.org/10.1007/978-3-319-29585-5_6
Download citation
DOI: https://doi.org/10.1007/978-3-319-29585-5_6
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-29584-8
Online ISBN: 978-3-319-29585-5
eBook Packages: Computer ScienceComputer Science (R0)