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The value of collaborative learning for music practice in higher education

Published online by Cambridge University Press:  26 August 2020

Melissa Forbes
Melissa Forbes*
Affiliation:
University of Southern Queensland, West St, Toowoomba, QLD 4350, Australia
*
Corresponding author. Email: melissa.forbes@usq.edu.au
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Abstract

This article presents evidence of the value of collaborative learning for students working in small heterogeneous groups within first year music practice courses in an Australian university popular music program. Wenger, Trayner, and de Laat’s framework for promoting and assessing value creation in communities and networks was used to gather and analyse data from students throughout one academic year. Collaborative learning created value for students through peer-to-peer learning which cultivated new skills and improved performance, causing students to reframe their criteria for musical and personal success. The value of collaborative learning promotes its use both within and beyond popular music degree programs.

Keywords

Higher music educationcollaborative learningsocial theory of learningpeer learningmusic practice
Type
Articles
Information
British Journal of Music Education , Volume 37 , Issue 3 , November 2020 , pp. 207 - 220
Copyright
© Cambridge University Press 2020

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