Title: Collaboration in Asynchronous Learning Networks: An Investigation of Effective Pedagogical Practices in the Musical Ensemble Setting
Stream: Arts - Teaching and Learning the Arts
Presentation Type: Oral Presentation
Authors:
Justin John Moniz, NYU Steinhardt School of Culture, United States
Abstract:
Academic institutions continue to explore online learning, asynchronous communication, and its impact on the pedagogical process. Asynchronous communication “enables groups that are separated in time and space to engage in the active production of shared knowledge” (Gunawardena, Lowe, & Anderson, 1997, p. 410). Music educators, in particular, are tasked with considerable challenges as musicians have traditionally relied upon in-person collaboration to fully realize the art of music-making. Thus, the purpose of this study was to determine whether participation in an online asynchronous musical ensemble would be beneficial to both the individual and collective unit. Over the course of one academic semester, the NYU Pop/Rock Ensemble was conducted remotely in an asynchronous setting. The objective of the study was to measure the impact and effectiveness of asynchronous instruction and musical collaboration in the academic setting. Quantitative and qualitative analytics were measured amongst ensemble musicians, each designed to evaluate overall satisfaction, individual level of engagement, and future interest in virtual musical collaborative experiences. The anonymous study had a 100% response rate amongst ensemble participants. All musicians felt engaged, intellectually stimulated, and eager to partake in future asynchronous collaborations. Undergraduate and graduate student participants awarded perfect scores to each question based on their own unique experience in the asynchronous learning community. As the findings indicate, the pedagogical value of asynchronous musical collaboration is incredibly valued by student musicians. Furthermore, students are able to self-regulate, engage cognitively, and adopt a high level of ownership for their individual learning and collaborative contributions.
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