Transforming Passive Receptivity of Knowledge into Deep Learning Experiences at the Undergraduate Level: An Example from Music Theory
This article discusses transformation of passive knowledge receptivity into experiences of deep learning in a lecture-based music theory course at the second-year undergraduate level through implementation of collaborative projects that evoke natural critical learning environments. It presents an e...
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| Format: | Article |
| Language: | English |
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University of Windsor
2015-06-01
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| Series: | Collected Essays on Learning and Teaching |
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| Online Access: | https://celt.uwindsor.ca/index.php/CELT/article/view/4254 |
| Summary: | This article discusses transformation of passive knowledge receptivity into experiences of deep learning in a lecture-based music theory course at the second-year undergraduate level through implementation of collaborative projects that evoke natural critical learning environments. It presents an example of such a project, addresses key features of its design to keep in mind for adaptation to other disciplines, and analyzes its effectiveness through a qualitative study of student reflections. The study yields compelling evidence of enhanced engagement with subject learning, meta-learning and transfer of learning.
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| ISSN: | 2368-4526 |