Events
Defense of Doctoral Thesis | Dora Utermohl de Queiroz
05.11.2024 | 10am (Portugal) | Room Zoom
Master Dora Utermohl de Queiroz will take her doctoral final exams in Music on November 5th, 2024, at 10 a.m (Portugal), via Zoom Session. She will defend her dissertation, "Fostering Self-regulation in the Online Teaching and Learning of String Instruments."
PhD Committee:
- Prof. Dr. António Gil D'Orey de Andrade Campos, President of the Committee (TEMA, Universidade de Aveiro)
- Prof.ª Dr. Tania Regina Lisboa de Almeida (Royal College of Music)
- Prof.ª Dr. Evely Boruchovitch ( Faculdade de Educação da Universidade Estadual de Campinas)
- Prof. Dr. Carlos Manuel das Neves Santos (Digimedia, Universidade de Aveiro)
- Prof. Dr.Marcos Vinícius Araújo (Universidade Federal do Rio Grande do Sul)
- Prof.ª Dr. Clarissa Gomes Foletto (INET-md, Universidade de Aveiro)
Fostering Self-regulation in the Online Teaching and Learning of String Instruments
This article-based doctoral thesis addresses the intersection between two theoretical fields: online music education and self-regulated learning (SRL). The literature indicates that instrumental musical learning and online learning demand greater self-regulation from students. In the first case, students need to practice the instrument independently, while in the second, they are often physically and temporally distant from the teachers. This implies that students learning musical instruments online must self-manage several aspects of their learning. Therefore, this thesis assumes that musical instrument teachers need to use pedagogical approaches that facilitate the self-regulation of their students' learning online. Therefore, this thesis sought to investigate the set of knowledge necessary for teachers of string instruments to promote SRL in online lessons. The four international peer-reviewed articles report the research findings. In the first article, a scoping review sought to identify and discuss pedagogical approaches in the existing literature to promote self-regulated learning in different contexts of instrumental learning.
The findings of this article highlighted a diversity of pedagogical approaches to promoting SRL and their positive impacts on students' learning. In the second and third articles, qualitative collective case studies were conducted. Five string teachers and seven students who were teaching and learning online participated in these studies. The second article specifically investigated teachers' promotion of self-regulatory processes, categorized into the SRL dimensions: motive, environment, and social factors. The third article investigated how teachers taught and encouraged the usage of task strategies, motivation, and self-efficacy beliefs to promote students’ self-regulation of practice. The findings of these two articles described the use of pedagogical approaches to promote self-regulated learning tailored to address the specific characteristics of online lessons. These approaches were used to take advantage of the potential and overcome the limitations of the modality, such as requiring video recordings from students to overcome the poor sound quality and motivating them to practice the instrument. However, despite the findings showing that some pedagogical practices were student-centered, the most prominent finding was that teachers did not use dialogic approaches to teach self-regulation strategies.
These first three articles' findings informed the Program's design to Promote Self-regulated Musical Learning in Online Lessons (PSRL). In the fourth article, action research was conducted where the teacher/researcher implemented PSRL in online cello lessons with two students from a music education course in Brazil. The findings of this article suggest that an online learning environment enriched with self-regulation tools and the teaching of self-regulation strategies using questioning interactions can positively impact musical practice, helping students create a repertoire with varied practice strategies and collaborating with the strengthening of metacognitive monitoring, analytical/critical thinking, and self-esteem of students. The findings of this thesis can inform the pedagogical practice of string teachers and future research on the promotion of SRL in musical instrument lessons.
Keywords: Self-regulated learning; Musical practice; Online music education; Instrument teaching and learning; string instruments.
Advisor: Profª Dr. Clarissa Gomes Foletto
Co-advisor: Profª Dr. Guadalupe López-Íñiguez (Sibelius Academy, University of the Arts Helsinki,) and Prof. Dr. Luís Francisco Mendes Gabriel Pedro (Digimedia, Universidade de Aveiro)
