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Collaborative Learning as Common Sense: Structure, Roles and Participation Amongst Doctoral Students and Teachers in Music Education – Beyond Communities of Practice
Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).ORCID iD: 0000-0002-4106-6781
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2017 (English)In: Visions of Research in Music Education, ISSN 1938-2065, Vol. 29, no 1Article in journal (Refereed) Published
Abstract [en]

The article communicates an investigation ofhow collaborative learning is constituted in a PhD-course, namely Collaborative learning in music educational settings. The course was organized and run in a way that wished to investigate, develop and encourage collaborative learning among students and teachers at postgraduate level. Material produced and analysed included logbooks, assignments, peer-response, after-thoughts, and a Facebook discussion-thread. The results are presented as descriptions of the constituent parts of collaborative learning occurring in the “rooms” of the course. The results show the importance of structure as well as awareness when it comes to roles and kinds of participation.

Place, publisher, year, edition, pages
The New Jersey Music Educators Association , 2017. Vol. 29, no 1
Keywords [en]
Collaborative learning, music education, PhD-course, Hannah Arendt, communities of practice
National Category
Learning
Identifiers
URN: urn:nbn:se:umu:diva-163905OAI: oai:DiVA.org:umu-163905DiVA, id: diva2:1358604
Available from: 2019-10-08 Created: 2019-10-08 Last updated: 2019-10-09Bibliographically approved

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CiteExportLink to record
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