A Cognitive Framework for On-line Music Education Students' Performance in On-line Listening Activities in a Blended Post-secondary Music Course

摘要

This paper describes a cognitive framework for designing on-line listening activities for students in postsecondary music courses. Drawing on music cognition and knowledge acquisition theories, technology-based listening activities were developed as supplemental to classroom-based activities. The study sample consisted of fifty-nine post-secondary students in a World Music course. Before engaging in the listening activities, students completed four pre-activity surveys: 1) general demographics (e.g., program, year in program, gender, age), 2) a music experience survey (non-credit music experience), 3) a self-regulation questionnaire (SRQ) and, 4) a Computer Experience Questionnaire. Students then completed two on-line t is not easily enacted in the large classroom due to noise and other distractions, and to the lack of time for students with higher self-regulation scores took significantly less time to complete the on-line listening activities than those with lower self-regulation. However, as predicted by Honing's (2009) music cognition theory, students' levels of music experience were not related to students' efficiency in completing the activities; nor was their computer experience or their levels of self-regulation.