Undergraduate students' ownership of musical learning: obstacles and options in one-to-one teaching

2013 ◽  
Vol 30 (2) ◽  
pp. 277-295 ◽  
Author(s):  
Karin Johansson
Keyword(s):  
Music Education ◽  
Undergraduate Students ◽  
Collaborative Work ◽  
Real Life ◽  
Collective Levels ◽  
One To One ◽  
The Individual ◽  
Academic Year ◽  
Made In

This paper describes a longitudinal, collaborative case study, made in the framework of the project Students' Ownership of Learning (SOL) during one academic year with one vocal teacher and two female students. The aim of the study was to relate the interaction between the teacher's and the students' intentions and expectations to the institutional level as well as to the rules and ‘real-life’ practice of the musical profession that the students are trained for. In the study, one-to-one tuition in higher music education was theorised as a culturally and historically grounded activity system consisting of relationships between musicians, instruments, music-making traditions and audiences. The concept of contradiction was used as a tool when analysing individually experienced obstacles for musical learning. The results describe how learning obstacles such as conflicting views on the purpose of the activity may be articulated, confronted and transformed into options through collaborative work. By linking the individual and collective levels of knowledge and by using professional practice as a developmental transfer, all aspects of the ‘conservatoire tradition’ may be seen as holding potential for development and expansion.

scholarly journals Evaluation of Textbook “The Language of Evaluation: Appraisal in English” from the Perspectives of Thai EFL Students: Implications of Systemic Functional Linguistics and Appraisal Theory

2020 ◽  
Vol 8 (2) ◽  
pp. p82
Author(s):  
Udomkrit Srinon
Keyword(s):  
Undergraduate Students ◽  
Liberal Arts ◽  
Appraisal Theory ◽  
English Curriculum ◽  
Good Level ◽  
Level Of Satisfaction ◽  
Efl Students ◽  
Academic Year

The purposes of this case study were to explore Thai EFL students’ levels of satisfactions regarding the implication of the book “The Language of Evaluation: Appraisal in English”, and to explore their comments and recommendations on the use of the course book in the Subject of Selected Topics in English based on appraisal theory developed by Martin and White (2005). The study employed the appraisal theory to teach three undergraduate students who enrolled in the Course of Selected Topics in English Curriculum at the Faculty of Liberal Arts and Science, Kasetsart University, Thailand, in the 2019 academic year. A questionnaire was used to collect data of students’ level of satisfaction towards the course. Analysis of the study shows that for all sections of evaluation: the book, the lecturer and student’s learning and evaluation, the students evaluated the lecturer at the “good” level (mean=4.27) followed by the book (mean=3.394) and student’s learning and reflection (mean=3.53). In this regard, they evaluated the book from an overall perspective at the “good” level (mean=3.94). In more detail, the chapter they rated as the first rank is Chapter 1 Introduction which has the highest mean of 4.13 followed by Chapter 2 Attitude: Ways of feeling (mean=4.07), Chapter 3 Engagement and graduation: Alignment, solidarity and the construed reader (mean=3.93), Chapter 4 Evaluative key: Taking a stance (mean=3.93) and Chapter 5 Enacting Appraisal: Text Analysis (mean=3.60) respectively. For the section of student’s learning and reflection, they evaluated their learning at the “good” level (mean=3.53) which is the least mean of all sections. The students advised that some chapters of the book were difficult for them to understand since they were not familiar with terms used. The analysis also shows that the students mainly suggest that the book should be integrated into the course continuously every semester which would be beneficial for students in understanding how to evaluate language use in different contexts. However, more easy examples should be included in the book.

scholarly journals What Is Efficient Social Studies Instruction?

2021 ◽  
Vol 9 (3) ◽  
pp. 110
Author(s):  
Çiğdem Kan
Keyword(s):  
Social Studies ◽  
Descriptive Analysis ◽  
Real Life ◽  
Student Interest ◽  
Transfer Of Knowledge ◽  
Structured Interviews ◽  
Qualitative Research Design ◽  
Social Studies Instruction ◽  
Academic Year

Effective social studies instruction should intend to train young individuals who are interested, are capable of participating in the learning process, are capable of utilizing technology, have a good memory, look forward to the future with confidence, and transfer the knowledge they acquire at school to daily life. The aim of the present research is to determine the problems experienced in the instruction of social studies course based on teacher views and the means for an efficient social studies instruction. Thus, the case study method, a qualitative research design, was employed in the present study. Semi-structured interviews were conducted with 20 teachers, employed in five middle schools in Elazığ province urban center, during the 2016-2017 academic year, and the data were analyzed with descriptive analysis. Thus, it was determined that the inadequacy of course hours and the redundancy and complexity of the topics were the main problems experienced in social studies courses and these were identified as the factors that led to the lack of student interest. According to the views of the teachers, efficient social studies instruction requires a focus on current issues, requires employment of available technologies, and should allow the individuals to transfer content knowledge to life. It is concluded that an efficient social studies instruction would be possible through the transfer of knowledge to real-life situations, the employment of technological tools, active student participation, the simplification and the elimination the discontinuities between textbook content.

Reengineering an Introductory Computer Education Course for Undergraduate Students

2013 ◽  
pp. 75-90
Author(s):  
Farhat (Meena) J. Lakhavani ◽  
April Rupp
Keyword(s):  
Undergraduate Students ◽  
Lessons Learned ◽  
Computer Education ◽  
Delivery Method ◽  
Successes And Challenges ◽  
Academic Year ◽  
Support Model

Computing@Carnegie Mellon (C@CM), a required 3-unit course for all incoming Carnegie Mellon undergraduate students, went through total reengineering during 2010. The content, the delivery method, and the support model for this course were all changed simultaneously. The objective of this case study is to share experiences in reengineering this introductory computer education course, including experiences with reengineering the content, the delivery method, and the support model in a rapid rollout mode. Specifically, this case study will discuss lessons learned and speculate on the next step for future academic years based on the successes and challenges in teaching this reengineered course to 1,683 students during the 2010-2011 academic year.

scholarly journals Improving transversal competences by using wikis in collaborative work

2017 ◽  
Vol 7 (2) ◽  
pp. 172
Author(s):  
Marta Guinau ◽  
Elisabet Playà ◽  
Meritxell Aulinas ◽  
Laura Rosell ◽  
Lluís Rivero
Keyword(s):  
Undergraduate Students ◽  
Time Management ◽  
Collaborative Work ◽  
Monitoring And Evaluation ◽  
First Year ◽  
Work Time ◽  
Teaching Innovation ◽  
The Earth ◽  
Innovation Project ◽  
The Individual

Work on transversal competences in university degrees is a teaching line entirely established since the implementation of the European Credit Transfer System (ECTS). Nevertheless, undergraduate students present shortcomings in the development of some of these competences, especially on collaborative work, time management, oral and writing expression, and on the use of information resources.This paper presents a virtual tool and associated guidelines to enhance the information management during the development of collaborative works, and to facilitate the information availability among the students. Moreover, this tool and the guideline improve the individual monitoring and evaluation of the contributions of the students to the work.The proposal presented in this work belongs to a teaching innovation project carried out in the Earth Sciences Faculty of the Universitat de Barcelona, and implemented in the subjects General Geology (first-year in the Engineering Geology degree, 6 ECTS) and Geochemistry (third-year course in the Geology degree, 9 ECTS). 

scholarly journals Theory to practice: Canalside Studio, a case study

2014 ◽  
Vol 4 (1) ◽  
pp. 5-16 ◽  
Author(s):  
Ruth Taylor ◽  
Damian De Luca
Keyword(s):  
Undergraduate Students ◽  
Computer Games ◽  
Work Experience ◽  
Academic Staff ◽  
Practical Experience ◽  
Small Computer ◽  
Content Type ◽  
The Individual ◽  
The University

Purpose – The purpose of this study is to look at the experiences of university academic staff setting up a small computer games studio to provide work placement opportunities for undergraduate students and the supporting role of industry. Design/methodology/approach – The case study uses sense making to explore the boundaries between “simulated” and “real” work in an educational setting. Findings – For students and teachers to work together in a commercial setting, relationships have to be reconstructed. Teaching focusses on developing the individual and personal attainment, the work environment prioritises the team so that organisational and business needs are met. Differences in culture and working practices between industry and academia and the organisational constraints of a university, present challenges for academic staff engaged in enterprise. Research limitations/implications – The authors recognise the limitations of a single institution case study and intend further investigation into factors around employability, enterprise education and the availability of work experience for students studying in the creative technologies including experiences in other institutions. Practical implications – Practical experience and business knowledge gained through the studio development process by the student and staff, has informed the curriculum through the introduction of team-working modules. The studio provides a unique interface between the university and games industry partners. Originality/value – The study shows the value of a university-based games studio in providing work experience for students and enhancing employability and provides insights into university/industry partnering.

scholarly journals Teaching Aesthetics – A Case Study of One-To-One Tuition in Popular Electronic Music in Higher Education

2020 ◽  
pp. 257-278
Author(s):  
Eirik Sørbø ◽  
Andreas Waaler Røshol
Keyword(s):  
Music Education ◽  
Popular Music ◽  
Informal Learning ◽  
Electronic Music ◽  
Classical Music ◽  
Teaching Practice ◽  
Educational Framework ◽  
One To One ◽  
The University

Research regarding informal learning over the last few decades has shown how popular musicians acquire skills and knowledge through informal learning, suggesting new methods for formal music education compared to the structures of western classical music. Today, the realm of popular electronic music education faces some similar challenges that popular music education initially did; new ways of informal learning, and a different and diverse knowledge base for the students entering popular music programs. Related to these challenges is the question of how to teach one-to-one tuition in higher electronic music education, and this article seeks to address this challenge. We present a case-study of the practice of a teacher at the University of Agder in Norway that teaches electronics in one-to-one tuition, where the research data is based on interviewing this teacher and his students. An important aspect of the practice in question is the process of listening to and discussing the student’s original recorded music. We discuss some of the challenges of one-to-one teaching in electronic music education, and argue that this particular teaching approach accommodates some of these challenges. Bringing in the educational framework of Biesta, we argue that this form of teaching practice also facilitates subjectification by addressing both uniqueness and expression. Further, we argue that this practice, which focuses on the teaching of aesthetics instead of technicalities, combined with the development of the students’ unique artistic expression can open some interesting possibilities related to addressing subjectivity in higher music education. One of these is how the students need to articulate both the objectives and aims within their music, and the objectives and aims of their music, which in turn develops a terminology to talk about and beyond aesthetics.

scholarly journals From introduction to phonemic symbols to development of transcription skills: A case study in the English Department at University of Tuzla

ExELL ◽  
2014 ◽  
Vol 2 (2) ◽  
pp. 116-132
Author(s):  
Sanel Hadžiahmetović Jurida
Keyword(s):  
Undergraduate Students ◽  
English Department ◽  
Connected Speech ◽  
Sound System ◽  
Fluent Speech ◽  
Key Aspects ◽  
Academic Year ◽  
Year 2013 ◽  
Transcription Skills

Abstract The present study portrays some of the key aspects of connected speech in English, as adopted by 42 native Bosnian/Croatian/Serbian-speaking undergraduate students of English in the English Department, University of Tuzla, in the academic year 2013/2014. More specifically, the study shows how successfully these students developed their transcription skills in English, particularly when it comes to the use of diacritics for dental, velarised, and syllabic consonants of English, as well as for aspirated and unreleased (unexploded) English plosives. In addition, the study focuses on the coalescent type of assimilation. Connected speech (also known as rapid, relaxed, casual, or fluent speech) is characterised by a number of phonetic phenomena. The paper also analyses the level to which students enrolled in the English Department in Tuzla have developed a sense of elementary terms in this field, an understanding of the English sound system, and generally speaking, to what extent they developed their broad and narrow transcription skills.

Too soon to fly the coop? Online journaling to support students’ learning during their Erasmus study visit

ReCALL ◽  
2016 ◽  
Vol 28 (2) ◽  
pp. 123-146 ◽  
Author(s):  
Odette Gabaudan
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Educational Institutions ◽  
Online Journal ◽  
Study Visit ◽  
New Learning ◽  
The Subject ◽  
Support Students ◽  
Academic Year

AbstractUndergraduate students whose programme includes a full academic year on an Erasmus study visit require a range of support before, during and after their year abroad. This study focuses on the support provided by the home academic coordinator during the students’ period of study abroad. The research is based on a case-study which explores how the maintenance of an online journal can enhance students’ new learning experiences. The outcomes of this investigation are of interest at a pragmatic level to Erasmus coordinators and educational institutions whose programmes include a study visit or an internship. At a theoretical level, this study brings together a number of areas that have each been the subject of prior research but that so far have not been pulled together, particularly in the context of a study visit to a foreign country. The areas referred to include the benefits and challenges of rolling out educational online journals; the use of blogging in language learning; the design of rubrics as a form of feedback and the activity of reflective writing in an online environment. The findings and the discussion show how the online journal has added a positive dimension to the year abroad, particularly in the areas of communication and feedback, peer support, language learning and technology.

Students' group work contribution: Influence of work preference, gender, and individual assessment

2017 ◽  
Vol 45 (1) ◽  
pp. 19-28 ◽  
Author(s):  
Min-Ho Joo
Keyword(s):  
Undergraduate Students ◽  
Group Work ◽  
Work Group ◽  
Work Conditions ◽  
Assessment Method ◽  
Individual Characteristics ◽  
Self Report ◽  
Individual Assessment ◽  
The Individual ◽  
Academic Year

I explored the factors related to individuals' contribution to group work, using 649 undergraduate students as participants. The focal variables were the individual characteristics of gender, age, academic year, and group work preference, and the group work conditions of duration of group work, group size, and the existence or lack of individual assessment methods. Results of a self-report survey indicated that both the students' gender and their group work preference were significant factors in determining their contribution. Comparisons of group work contribution with the group work conditions showed that the existence of an individual assessment method was the only factor to influence group work contribution. Practical implications for organizing group work are discussed on the basis of these findings.

Addressing Misconceptions about Birth Control: Case Studies Immersing Students in the Facts & Real-Life Decisions

2011 ◽  
Vol 73 (6) ◽  
pp. 353-356 ◽  
Author(s):  
Stephanie Zojonc ◽  
Bethann Lavoie
Keyword(s):  
High School ◽  
Decision Making ◽  
Case Studies ◽  
Undergraduate Students ◽  
Birth Control ◽  
Real Life ◽  
Control Methods ◽  
Control Case ◽  
Study Lesson

Case studies generate active discussion and decision-making skills. This 50-minute case-study lesson teaches high school and undergraduate students about a fundamental and private aspect of their lives, birth control methods. Students direct their own learning by researching, teaching one another about, and making recommendations about the methods. Students are more likely to apply what they have learned to their own lives after being involved in and practicing decision-making skills during the cases. Because students openly discuss their ideas in relation to the cases, instructors can correct misconceptions about birth control without embarrassing students.

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