Learning Pods
(last edited: 2022)
author(s): Susan Williams, Felix Schlarmann
connected to: KC Research Portal
This exposition is in progress and its share status is: visible to all.
One of the most powerful and effective sources of learning for music students is the other students: learning from and with each other. Peer learning occurs in every conservatoire but usually informally. The aim of the design of the learning pods was to enhance motivation: specifically autonomy (students formulate their own goals and strategies), competence (learning outcomes facilitated by structured framework, creative methods and reflective documentation) and relatedness (it is done by and for groups of students who share their outcomes with other groups). In this research two semi-structured learning groups (pods) were formed that were steered and assessed by the students themselves. One pod focused on performance preparation and the other on creative collaboration. Students were coached on how to formulate goals and give and receive feedback in a respectful way and were required to document their process. Data was collected through questionnaires, logbooks, workshop session video recordings, as well as performance video recordings (in the case of the creative pod). Results found that both pods had a positive effect on motivation (autonomy, competence and relatedness) and confidence.
SRL: Enhancing Self-Regulated Learning for Musicians
(last edited: 2021)
author(s): Susan Williams, Joram van Ketel
This exposition is in progress and its share status is: visible to all.
There is growing evidence that musicians who are self-regulated learners are more likely to succeed. Leading researchers in self-regulated learning claim that is a connection between motivation and self-beliefs, and self-regulation.
This research investigated the self-regulation habits of 114 conservatoire students from a major European Conservatoire, and looked at the quality and extent of their self-regulation as well as correlations between the students’ perceived self-efficacy and their self-regulation. After brainstorming sessions with students and staff, a reflective journal was designed to help conservatoire students to steer and document their learning process. Recommendations to teachers and conservatoires are offered on how to facilitate students to become autonomous learners.