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Peer Learning in Instrumental Practicing
In higher music education (HME), the notion of “private teaching, private learning” has a long tradition, where the learning part rests on the student's individual practicing between instrumental lessons. However, recent research suggests that collaborative learning among peers is beneficial in...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2018
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5862820/ https://www.ncbi.nlm.nih.gov/pubmed/29599738 http://dx.doi.org/10.3389/fpsyg.2018.00339 |
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author | Nielsen, Siw G. Johansen, Guro G. Jørgensen, Harald |
author_facet | Nielsen, Siw G. Johansen, Guro G. Jørgensen, Harald |
author_sort | Nielsen, Siw G. |
collection | PubMed |
description | In higher music education (HME), the notion of “private teaching, private learning” has a long tradition, where the learning part rests on the student's individual practicing between instrumental lessons. However, recent research suggests that collaborative learning among peers is beneficial in several aspects, such as sense of belonging, motivation and self-efficacy. This is consistent with the concept of vicarious learning. In this study, we conducted a survey among bachelor music students in church music, performance or music education programs enrolled in a music academy (N = 96), where parts of the questionnaire addressed peer learning and peer's influence on the students's instrumental practicing, and the degree of satisfaction with their practicing. These issues were seen in relation to gender, musical genre and study program. Overall, the students reported engaging in peer learning related to their instrumental practicing, to various degrees. This involved discussing practicing matters with peers, and practicing together with peers. However, student's reports of their views on peer learning, show that they perceive it more beneficial than the amount of time reported doing it would indicate. No significant gender differences were found, but students within improvised music/jazz engaged the most in peer learning, and church music students the least. Neither the degree of engaging in peer learning nor reported influence from peers correlated significantly with the degree of satisfaction. We discuss whether a general dissatisfaction is caused by being in a competitive learning environment combined with a privatized culture for learning. Finally, we suggest that collaborative forums for instrumental practicing within HME institutions can function as constructive and supportive arenas to enhance students learning and inner motivation. |
format | Online Article Text |
id | pubmed-5862820 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2018 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-58628202018-03-29 Peer Learning in Instrumental Practicing Nielsen, Siw G. Johansen, Guro G. Jørgensen, Harald Front Psychol Psychology In higher music education (HME), the notion of “private teaching, private learning” has a long tradition, where the learning part rests on the student's individual practicing between instrumental lessons. However, recent research suggests that collaborative learning among peers is beneficial in several aspects, such as sense of belonging, motivation and self-efficacy. This is consistent with the concept of vicarious learning. In this study, we conducted a survey among bachelor music students in church music, performance or music education programs enrolled in a music academy (N = 96), where parts of the questionnaire addressed peer learning and peer's influence on the students's instrumental practicing, and the degree of satisfaction with their practicing. These issues were seen in relation to gender, musical genre and study program. Overall, the students reported engaging in peer learning related to their instrumental practicing, to various degrees. This involved discussing practicing matters with peers, and practicing together with peers. However, student's reports of their views on peer learning, show that they perceive it more beneficial than the amount of time reported doing it would indicate. No significant gender differences were found, but students within improvised music/jazz engaged the most in peer learning, and church music students the least. Neither the degree of engaging in peer learning nor reported influence from peers correlated significantly with the degree of satisfaction. We discuss whether a general dissatisfaction is caused by being in a competitive learning environment combined with a privatized culture for learning. Finally, we suggest that collaborative forums for instrumental practicing within HME institutions can function as constructive and supportive arenas to enhance students learning and inner motivation. Frontiers Media S.A. 2018-03-15 /pmc/articles/PMC5862820/ /pubmed/29599738 http://dx.doi.org/10.3389/fpsyg.2018.00339 Text en Copyright © 2018 Nielsen, Johansen and Jørgensen. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Nielsen, Siw G. Johansen, Guro G. Jørgensen, Harald Peer Learning in Instrumental Practicing |
title | Peer Learning in Instrumental Practicing |
title_full | Peer Learning in Instrumental Practicing |
title_fullStr | Peer Learning in Instrumental Practicing |
title_full_unstemmed | Peer Learning in Instrumental Practicing |
title_short | Peer Learning in Instrumental Practicing |
title_sort | peer learning in instrumental practicing |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5862820/ https://www.ncbi.nlm.nih.gov/pubmed/29599738 http://dx.doi.org/10.3389/fpsyg.2018.00339 |
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