Problem-Based Learning and e-Learning in Sound Recording

Abstract

Abstract-In the teaching of sound recording, the problem of each school is how to present course material so that students not only gain knowledge of the discipline, but also become self-directed learners who develop problem-solving skills they can apply in future courses and in their careers. In Problem-Based Learning (PBL) courses, students work with classmates to solve complex and authentic problems that help develop content knowledge as well as problem-solving, reasoning, communication, and self-assessment skills.The aim of this paper is to describe and discuss the applicability of PBL and E-learning in Music Technology in the High School. The result of implementing PBL in an e-learning environment was evaluated using a methodological tool based on surveys, filled by the students at the end of the courses. The results were compared to the other courses based on more passive-learning methods, and on this background some future initiatives to be taken were proposed.Index Terms-E-learning, experience, learning process, music technology, problem based learning, sound recording.

Problem-based Learning: Composing in the classroom as a music learning challenge

“…This also relates to the prevailing level of interdisciplinarity. Although the field of music has produced no reports as regards gains in long-term knowledge retention, extrapolations developed by authors such as Blackwell and Roseth (2018), Sarrazin (2018), Strobel and Barneveld (2009), Yew and Schmidt (2012), and Ventura (2014 about self-regulatory phenomena -such as motivation, flexibility in relating to, formulating and dealing with the concrete problems in association with the capacities for comprehension, interest, curiosity, and autonomy-are powerful as they underline and synthesize formulations developed in the pedagogical and musical literature. Once again, we here refer to already referenced concepts, such as the processes of understanding connected to listening and sound thinking, musical thinking, audiation, improvisation, and problem-solving skills (Gordon, 2000;Whitaker, 1996;Wiggins, 2003).…”

“…Effects on skills acquisition. The highest long-term knowledge retention, from which extrapolates gains for lifelong learning acquisition (of a self-regulatory nature, such as flexibility in relating to, formulating, and dealing with concrete problems, associated with capacities for comprehension, interest, curiosity, and autonomy), constitutes the factor most reported in the empirical studies analyzed (Blackwell, & Roseth, 2018;Yew, & Schmidt, 2012;Ventura, 2014). The presentation of better performance concerning socio-emotional skills in children from pre-school to 12th grade, and the impact on the development of emotional intelligence in university students, derived from the use of the model in cooperative work, were also empirically investigated in studies such as, respectively, Culclasure et al (2019) and Luy-Montejo (2019).…”

Problem-based Learning: Composing in the classroom as a music learning challenge

“…This also relates to the prevailing level of interdisciplinarity. Although the field of music has produced no reports as regards gains in long-term knowledge retention, extrapolations developed by authors such as Blackwell and Roseth (2018), Sarrazin (2018), Strobel and Barneveld (2009), Yew and Schmidt (2012), and Ventura (2014 about self-regulatory phenomena -such as motivation, flexibility in relating to, formulating and dealing with the concrete problems in association with the capacities for comprehension, interest, curiosity, and autonomy-are powerful as they underline and synthesize formulations developed in the pedagogical and musical literature. Once again, we here refer to already referenced concepts, such as the processes of understanding connected to listening and sound thinking, musical thinking, audiation, improvisation, and problem-solving skills (Gordon, 2000;Whitaker, 1996;Wiggins, 2003).…”

“…Effects on skills acquisition. The highest long-term knowledge retention, from which extrapolates gains for lifelong learning acquisition (of a self-regulatory nature, such as flexibility in relating to, formulating, and dealing with concrete problems, associated with capacities for comprehension, interest, curiosity, and autonomy), constitutes the factor most reported in the empirical studies analyzed (Blackwell, & Roseth, 2018;Yew, & Schmidt, 2012;Ventura, 2014). The presentation of better performance concerning socio-emotional skills in children from pre-school to 12th grade, and the impact on the development of emotional intelligence in university students, derived from the use of the model in cooperative work, were also empirically investigated in studies such as, respectively, Culclasure et al (2019) and Luy-Montejo (2019).…”

Acquiring skills in music technology

“…One means of achieving this domestication is to emphasize the importance of risk and change management practices (Della Ventura, 2014;Dumbreck et al, 2003). A pertinent example relates to the need of music technologists to manage inevitable trade-offs between mastering current technologies and learning skills in novel areas (White, 2018).…”