To be connected: Supporting self-regulated learning in higher music education before and during the pandemic
In online learning, students are expected to take on more responsibility for their education, while teachers are expected to support students' self-regulated learning (SRL) skills. In this research, we explore whether young musicians perceive a difference in the actions that their major music t...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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University of Belgrade, Faculty of Philosophy, Institute of Psychology
2021-01-01
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| Series: | Psihološka Istraživanja |
| Subjects: | |
| Online Access: | https://scindeks-clanci.ceon.rs/data/pdf/0352-7379/2021/0352-73792102277M.pdf |
| _version_ | 1830231649185431552 |
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| author | Mutavdžin Dejana Stančić Milan Bogunović Blanka |
| author_facet | Mutavdžin Dejana Stančić Milan Bogunović Blanka |
| author_sort | Mutavdžin Dejana |
| collection | DOAJ |
| description | In online learning, students are expected to take on more responsibility for their education, while teachers are expected to support students' self-regulated learning (SRL) skills. In this research, we explore whether young musicians perceive a difference in the actions that their major music teacher (MMT) took to support their SRL skills before and during the pandemic, and investigate their view on how the MMT could further support their learning. The sample included 144 students of the Faculty of Music in Belgrade, who filled in the online inventory comprised of 24 questions - 17 parallel Likert-type items (referring to the MMT's actions supporting SRL skills, before and during the pandemic), and one question was a short letter to the MMT. Data were analysed using dependent t-test, ANOVA and reflexive thematic analysis. Students perceived that SRL skills were more encouraged before than during the pandemic. Additionally, our findings show that music students who did not have in-person and online communication, separately, with their MMTs perceived they had lower support to self-regulate their learning. The findings from qualitative analysis inform educational practice by pointing to specific teacher's actions that students perceive as important for their further development. |
| first_indexed | 2024-12-18T11:18:43Z |
| format | Article |
| id | doaj.art-374ebf28bf3144ecaf73be3138e500fc |
| institution | Directory Open Access Journal |
| issn | 0352-7379 2560-306X |
| language | English |
| last_indexed | 2024-12-18T11:18:43Z |
| publishDate | 2021-01-01 |
| publisher | University of Belgrade, Faculty of Philosophy, Institute of Psychology |
| record_format | Article |
| series | Psihološka Istraživanja |
| spelling | doaj.art-374ebf28bf3144ecaf73be3138e500fc2022-12-21T21:09:52ZengUniversity of Belgrade, Faculty of Philosophy, Institute of PsychologyPsihološka Istraživanja0352-73792560-306X2021-01-0124227730110.5937/PSISTRA24-327020352-73792102277MTo be connected: Supporting self-regulated learning in higher music education before and during the pandemicMutavdžin Dejana0Stančić Milan1https://orcid.org/0000-0002-3286-6381Bogunović Blanka2https://orcid.org/0000-0002-9235-8389University of Arts in Belgrade, Faculty of Music, Belgrade, SerbiaUniversity of Belgrade, Faculty of Philosophy, Belgrade, SerbiaUniversity of Arts in Belgrade, Faculty of Music, Belgrade, SerbiaIn online learning, students are expected to take on more responsibility for their education, while teachers are expected to support students' self-regulated learning (SRL) skills. In this research, we explore whether young musicians perceive a difference in the actions that their major music teacher (MMT) took to support their SRL skills before and during the pandemic, and investigate their view on how the MMT could further support their learning. The sample included 144 students of the Faculty of Music in Belgrade, who filled in the online inventory comprised of 24 questions - 17 parallel Likert-type items (referring to the MMT's actions supporting SRL skills, before and during the pandemic), and one question was a short letter to the MMT. Data were analysed using dependent t-test, ANOVA and reflexive thematic analysis. Students perceived that SRL skills were more encouraged before than during the pandemic. Additionally, our findings show that music students who did not have in-person and online communication, separately, with their MMTs perceived they had lower support to self-regulate their learning. The findings from qualitative analysis inform educational practice by pointing to specific teacher's actions that students perceive as important for their further development.https://scindeks-clanci.ceon.rs/data/pdf/0352-7379/2021/0352-73792102277M.pdfself-regulated learningcovid-19teachers' supportmusic teacherhigher music education |
| spellingShingle | Mutavdžin Dejana Stančić Milan Bogunović Blanka To be connected: Supporting self-regulated learning in higher music education before and during the pandemic Psihološka Istraživanja self-regulated learning covid-19 teachers' support music teacher higher music education |
| title | To be connected: Supporting self-regulated learning in higher music education before and during the pandemic |
| title_full | To be connected: Supporting self-regulated learning in higher music education before and during the pandemic |
| title_fullStr | To be connected: Supporting self-regulated learning in higher music education before and during the pandemic |
| title_full_unstemmed | To be connected: Supporting self-regulated learning in higher music education before and during the pandemic |
| title_short | To be connected: Supporting self-regulated learning in higher music education before and during the pandemic |
| title_sort | to be connected supporting self regulated learning in higher music education before and during the pandemic |
| topic | self-regulated learning covid-19 teachers' support music teacher higher music education |
| url | https://scindeks-clanci.ceon.rs/data/pdf/0352-7379/2021/0352-73792102277M.pdf |
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