Authors:
Patricia Boechler
;
Mary Ingraham
;
Luis Fernando Marin
;
Erik deJong
and
Brenda Dalen
Affiliation:
University of Alberta, Canada
Keyword(s):
Music Education, On-line, Listening, Cognitive Framework, Higher Education.
Related
Ontology
Subjects/Areas/Topics:
Blended Learning
;
Computer-Supported Education
;
e-Learning
;
Information Technologies Supporting Learning
;
Instructional Design
;
Learning/Teaching Methodologies and Assessment
Abstract:
This paper describes a cognitive framework for designing on-line listening activities for students in post-secondary
music courses. Drawing on music cognition and knowledge acquisition theories, technology-based
listening activities were developed as supplemental to classroom-based activities. The study sample
consisted of fifty-nine post-secondary students in a World Music course. Before engaging in the listening
activities, students completed four pre-activity surveys: 1) general demographics (e.g., program, year in
program, gender, age), 2) a music experience survey (non-credit music experience), 3) a self-regulation
questionnaire (SRQ) and, 4) a Computer Experience Questionnaire. Students then completed two on-line
t is not easily enacted in the large classroom due to noise and other distractions, and to the lack of time for
students with higher self-regulation scores took significantly less time to complete the on-line listening
activities than those with lower self-reg
ulation. However, as predicted by Honing’s (2009) music cognition
theory, students’ levels of music experience were not related to students’ efficiency in completing the
activities; nor was their computer experience or their levels of self-regulation.
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