Assessing a Collaborative Online Environment for Music Composition

Autor/in	Biasutti, Michele
Titel	Assessing a Collaborative Online Environment for Music Composition
Quelle	In: Educational Technology & Society, 18 (2015) 3, S.49-63 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Foreign Countries; Electronic Learning; Musical Composition; Cooperation; Asynchronous Communication; Semi Structured Interviews; Student Attitudes; Qualitative Research; Metacognition; Educational Environment; Virtual Classrooms; Difficulty Level; Creativity; Adult Students; Computer Software; Computers; Italy + Suchen Sie Ihr Suchwort? Ausland; Komponieren; Co-operation; Kooperation; Schülerverhalten; Qualitative Forschung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schwierigkeitsgrad; Kreativität; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Digitalrechner; Italien
Abstract	The current pilot study tested the effectiveness of an e-learning environment built to enable students to compose music collaboratively. The participants interacted online by using synchronous and asynchronous resources to develop a project in which they composed a new music piece in collaboration. After the learning sessions, individual semi-structured interviews with the participants were conducted to analyze the participants' perspectives regarding the e-learning environment's functionality, the resources of the e-learning platform, and their overall experience with the e-learning process. Qualitative analyses of forum discussions with respect to metacognitive dimensions, and semi-structured interview transcriptions were performed. The findings showed that the participants successfully completed the composition task in the virtual environment, and that they demonstrated the use of metacognitive processes. Moreover, four themes were apparent in the semi-structured interview transcriptions: Teamwork, the platform, face-to-face/online differences, and strengths/weaknesses. Overall, the participants exhibited an awareness of the potential of the online tools, and the task performed. The results are discussed in consideration of metacognitive processes, and the following aspects that rendered virtual activity effective for learning: The learning environment, the platform, the technological resources, the level of challenge, and the nature of the activity. The possible implications of the findings for research on online collaborative composition are also considered. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01