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Integrating digital tools in a co-regulated teaching and learning approach to ear training pedagogy

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dc.contributor.author De Grâce, Nathalie
dc.date.accessioned 2024-09-05T13:40:27Z
dc.date.available 2024-09-05T13:40:27Z
dc.date.issued 2024
dc.identifier.uri https://eduq.info/xmlui/handle/11515/39516
dc.identifier.uri http://hdl.handle.net/20.500.11794/146624
dc.description Comprend des références bibliographiques et webographiques fr
dc.description.abstract "The teaching and learning of music reading and writing skills impart several challenges to higher education educators and corresponding challenges to students, especially when entering college. This doctoral dissertation presents the results of a secondary analysis, based on data sets that were generated in a previous study (De Grâce, 2017), to determine how the use of an ePortfolio based on self-regulated theory (SRL), helped foster a blended co-regulated approach in an ear training (ET) course at the collegial level in the province of Quebec from 2014 to 2016. Employing a mixed methods explanatory single case study methodology (Yin, 2018), three research questions were developed to delineate the case's boundaries: (a) How can a teacher establish a blended co-regulated environment in ET class at the college level?, (b) What are the characteristics of the co-regulated environment that might have implications for students' achievement and persistence?, and (c) How can a blended co-regulated environment, involving face-to-face meetings and a digital tool that scaffolds self-regulated learning, shape students as self-directed learners? Results to the first research question convey that my characteristics as a teacher (such as my values, my attitudes, and my beliefs) and the asynchronous distance monitoring I carried out (i.e., between face-to-face meetings) served to model my students SRL development. Employing a TwoStep cluster analysis technique, the answer to the second question outlines three subgroups of users based on similar use of the co-regulated environment characteristics. Results to the third question indicate learners need to adopt a take-charge approach based on the ePortfolio's SRL design, also referring to personal goal orientations prior to completing their ET tasks to evolve as self-directed learners in a co-regulated learning ET context. Implications for pedagogical practice and further research include (a) co-regulated practice-related examples using active learning principles in a new blended learning environment, (b) SRL prompting examples, (c) autonomy-supportive examples in a notoriously challenging teaching and learning context, and (d) the research benefits of supporting further teacher-led pedagogical innovations in higher education." -- provided by the author fr
dc.format.extent 1 fichier PDF fr
dc.format.medium Ressource électronique fr
dc.language.iso eng fr
dc.publisher Université Laval fr
dc.subject Enseignement collégial fr
dc.subject Éducation musicale fr
dc.subject Technologie éducative fr
dc.subject Journal de bord fr
dc.subject Enseignement à distance fr
dc.subject Stratégie d'apprentissage fr
dc.title Integrating digital tools in a co-regulated teaching and learning approach to ear training pedagogy fr
dc.type Thèse, mémoire ou essai fr


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