Computer-aided collaboration in a graduate-level music analysis course, an exploration of legitimate peripheral participation

grantor: University of TorontoThis thesis investigates the potential of Legitimate Peripheral Participation (LPP) combined with Computer-Mediated Communication (CMC) to promote learning at the university graduate level. Students in a Schenkerian analysis class used computer conferencing to form a supportive local community, and the World Wide Web to post their work in an Internet journal. Initial interest in the efficacy of CMC, collaboration, and impact of the social community was extended to include emergent issues identified as important by the students. Qualitative case study methodology was used to investigate lessons about teaching and learning learned by and from the students, acknowledging the importance of student voice and seeking to account for the disparity of teacher-student power. The researcher carried out participant observation for the entire semester, with bi-weekly survey questionnaires and final private interviews with each student and the professor. Data were scrutinized to identify such emergent issues as the importance of career aspirations in learning goals and significantly different perceptions about their experience from their professor. Implementing an LPP model, a local community was established outside of class hours using computer conferencing to discuss class issues and prepare for the next class. During the first half of the semester, students had the option to collaborate on five analysis assignments, and were encouraged to collaborate, post, and discuss each other's work on-line. In the second half the students wrote individual articles that were peer-critiqued before inclusion in an Internet journal, which was created and edited by the students. Although the results of this exploratory study are only suggestive, findings do indicate that participation in a local community has benefits for learning for graduate students, and that CMC can play a valuable part in the formation of such a community. Work on a student-led journal can focus learning for an entire semester and lead to high-quality work as well as an entry point into the community of professional practice. The study also suggests that students can make valuable contributions to each other's learning and that further research on allowing them more latitude in controlling their education is warranted.Ph.D