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An expert in absentia: a case study for using technology to support recording studio practice

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This article examines the use of a Learning Technology Interface (LTI) to support the completion of a recording workbook with audio examples over a ten-week period. The Virtual Learning Environment (VLE) provided contingent support to studio users for technical problems encountered in the completion of four recording tasks.

Previous research has investigated how students collaborate and problem-solve during a short session in the recording studio using technology as a contingent support tool. In addition, online message boards have been used to record problems encountered when completing a prescribed task (critical-incident recording).

A mixed-methods case study approach was used in this study. The students' interactions within the LTI were logged (i.e. frequency, time, duration and type of support) and their feedback was elicited via a user questionnaire at the end of the project. Data for this study demonstrate that learning technology can be a successful support tool, and also highlight the frequency and themes concerning the types of recording-practice information accessed by the learners.

Keywords: learning technology; music; pedagogy; recording studio practice

Document Type: Research Article


Affiliations: University of Hull.

Publication date: 2009-12-01

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  • The Journal of Music, Technology and Education (JMTE) explores the issues concerning the use of technology in music education. It examines pedagogy at all levels and across genres such as composition, musicology, performance and music production. It is the only journal specifically dedicated to the educational aspects of music technology and the technological aspects of music. Peer-reviewed, with an international editorial board, JMTE aims to draw its contributions from a broad community of educators, researchers and practitioners who are working closely with new technologies in the fields of music education and music technology education.
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