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Expanding the master-apprentice model: tool for orchestrating collaboration as a path to self-directed learning for singing students

Chapter


Abstract


  • Continued, life-long, self-directed learning is a key element of academic excellence - a desirable graduate attribute of a modern tertiary institution (Nicol, 2010). The development of self-directed learners 'involves a new role for teachers which focuses on process-orientated teaching, with students actively involved in the learning process' (Cassidy, 2011: 8). This process of teaching and learning is more than 'face-to-face interaction or the simple transmission of prescribed knowledge and skills' (Daniels, 2001: 2; it assumes a specific paradigm of teacher-student interaction, where the teadcher shares his/her expertise with the learners in a collaborative dialogue, facilitates the students' awareness of their learning process or meta-cognitive skills, and supports co-construction of their own knowledge.

Publication Date


  • 2013

Citation


  • Latukefu, L. & Verenikina, I. "Expanding the master-apprentice model: tool for orchestrating collaboration as a path to self-directed learning for singing students." Collaborative Learning in Higher Music Education. Ed.H. Gaunt & H. Westerlund. Surrey: Ashgate, 2013, 101-109.

Scopus Eid


  • 2-s2.0-84900713397

Ro Metadata Url


  • http://ro.uow.edu.au/lhapapers/1023

Book Title


  • Collaborative Learning in Higher Music Education

Start Page


  • 101

End Page


  • 109

Abstract


  • Continued, life-long, self-directed learning is a key element of academic excellence - a desirable graduate attribute of a modern tertiary institution (Nicol, 2010). The development of self-directed learners 'involves a new role for teachers which focuses on process-orientated teaching, with students actively involved in the learning process' (Cassidy, 2011: 8). This process of teaching and learning is more than 'face-to-face interaction or the simple transmission of prescribed knowledge and skills' (Daniels, 2001: 2; it assumes a specific paradigm of teacher-student interaction, where the teadcher shares his/her expertise with the learners in a collaborative dialogue, facilitates the students' awareness of their learning process or meta-cognitive skills, and supports co-construction of their own knowledge.

Publication Date


  • 2013

Citation


  • Latukefu, L. & Verenikina, I. "Expanding the master-apprentice model: tool for orchestrating collaboration as a path to self-directed learning for singing students." Collaborative Learning in Higher Music Education. Ed.H. Gaunt & H. Westerlund. Surrey: Ashgate, 2013, 101-109.

Scopus Eid


  • 2-s2.0-84900713397

Ro Metadata Url


  • http://ro.uow.edu.au/lhapapers/1023

Book Title


  • Collaborative Learning in Higher Music Education

Start Page


  • 101

End Page


  • 109