The value of collaborative learning for music practice in higher education

Article

Forbes, Melissa. 2020. "The value of collaborative learning for music practice in higher education." British Journal of Music Education. 37 (3), pp. 207-220. https://doi.org/10.1017/S0265051720000200
Article Title

The value of collaborative learning for music practice in higher education

ERA Journal ID9890
Article CategoryArticle
Authors
AuthorForbes, Melissa
Journal TitleBritish Journal of Music Education
Journal Citation37 (3), pp. 207-220
Number of Pages14
Year2020
Place of PublicationUnited Kingdom
ISSN0265-0517
1469-2104
Digital Object Identifier (DOI)https://doi.org/10.1017/S0265051720000200
Web Address (URL)https://www.cambridge.org/core/journals/british-journal-of-music-education/article/value-of-collaborative-learning-for-music-practice-in-higher-education/15C0F9E040ED275B86BE334C958C4B5D
Abstract

This article presents evidence of the value of collaborative learning for students working in small heterogeneous groups within first year music practice courses in an Australian university popular music program. Wenger, Trayner, and de Laat’s framework for promoting and assessing value creation in communities and networks was used to gather and analyse data from students throughout one academic year. Collaborative learning created value for students through peer-to-peer learning which cultivated new skills and improved performance, causing students to reframe their criteria for musical and personal success. The value of collaborative learning promotes its use both within and beyond popular music degree programs.

Keywordshigher music education; collaborative learning; social theory of learning; peer learning; music practice
Contains Sensitive ContentDoes not contain sensitive content
ANZSRC Field of Research 2020360304. Music performance
390101. Creative arts, media and communication curriculum and pedagogy
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Byline AffiliationsSchool of Creative Arts
Institution of OriginUniversity of Southern Queensland
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