Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.715422
Title: The pedagogical use of technology-mediated feedback in a higher education piano studio : an exploratory action case study
Author: Hamond, Luciana Fernandes
ISNI:       0000 0004 6353 1570
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2017
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Abstract:
Existing research evidence suggests that the application of technology can be beneficial in instrumental and vocal learning. However, it is not clear how technology-based feedback might be used in advanced level piano lessons to enhance learning and teaching. An exploratory action case study approach was undertaken in Brazil to investigate systematically the pedagogical use of technology-mediated feedback in a piano studio. Technology-based data were provided by the researcher as a facilitator for three pairs of higher education teachers and students across two lessons each in order to evaluate possible/actual changes and improvement in participant students' performance. Three data sets were captured: video recorded piano lessons, technology-generated data regarding keyboard and pedalling activity, and audio-recorded interviews with teacher and student participants. Two piano lessons for each case study were conducted, and semi-structured interviews were also undertaken with each participant separately after each piano lesson. Qualitative analysis involved a multi-methods approach which focused on reporting and comparing the process and outcomes for each pair of participants. Findings suggest that technology-enhanced feedback provides potentially useful additional feedback, both in real-time and post-hoc. The usefulness of such additional feedback was shown to relate to the individual and to the shared priorities of the particular teacher and student pair. Whilst user biases revealed preferences for either visual or auditory cues, it was shown that shared experience which draws on enhanced sensory modalities can decrease discrepancies between teacher and student perspectives of learning priorities, and increase awareness of appropriate learning foci.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.715422  DOI: Not available
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