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Transforming Passive Receptivity of Knowledge into Deep Learning Experiences at the Undergraduate Level: An Example from Music Theory

By Anna Ferenc

Abstract

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

Topics: collaborative projects, natural critical learning environment, deep-level learning, metacognition
Publisher: 'University of Windsor Leddy Library'
Year: 2015
DOI identifier: 10.22329/celt.v8i0.4254
OAI identifier: oai:ojs.pkp.sfu.ca:article/4254
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