Effects of Structural Reflection‐Promoting Mechanism‐Based Peer Assessment on Students' Vocal Music Learning Performance and Perceptions.
Background: Vocal music education is a skill‐oriented course. Students not only need to improve their skills through repeated practice, but also need to learn self‐reflection on their singing skills to achieve improvement in their vocal music performance. To promote students' reflection, previous st...
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 3; pp. 1 - 17 |
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| Autores principales: | , , , , , |
| Formato: | clinical trial pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=185452178&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 185452178 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2025 vid: 41 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 185452178 185452178 185452178 10.1111/jcal.70036 185452178 ppf: 1 ppct: 16 formats: tig: atl: Effects of Structural Reflection‐Promoting Mechanism‐Based Peer Assessment on Students' Vocal Music Learning Performance and Perceptions. aug: au: Liu, Chen‐Chen Wang, Hai‐Jie Hwang, Gwo‐Jen Tu, Yun‐Fang Wang, Youmei Chen, Kai affil: Department of Educational Technology, Wenzhou University, Zhejiang, China sug: subj: Peer Review Learning Student Attitudes Music Education Self Assessment Self-Efficacy Critical Thinking Outcome Assessment Human Male Female Adult Clinical Trials Quasi-Experimental Studies Interviews Qualitative Studies Quantitative Studies Academic Medical Centers China Descriptive Statistics Pretest-Posttest Design Questionnaires Experimental Studies T-Tests Analysis of Covariance Adult: 19-44 years Male Female ab: Background: Vocal music education is a skill‐oriented course. Students not only need to improve their skills through repeated practice, but also need to learn self‐reflection on their singing skills to achieve improvement in their vocal music performance. To promote students' reflection, previous studies have introduced peer assessment (PA) in vocal music courses, allowing learners to evaluate the work of others to promote self‐reflection and innovate traditional patterns of vocal music instruction. Objective: Studies have indicated that, without proper scaffolding, learners with limited knowledge often have difficulty providing high quality comments and sometimes even provide no feedback to their peers. To solve this problem, the current study integrated the structural reflection‐promoting mechanism into PA in a vocal music course at a university. Method: To verify the effects of the proposed approach, a quasi‐experimental study was conducted to investigate the effectiveness of the approach with a total of 22 students recruited as the experimental group and 23 students as the control group. Results and Conclusions: The findings showed that the approach greatly improved the vocal music performance of the experimental group students, as well as their learning attitudes, self‐efficacy and critical thinking. Furthermore, the interview was conducted to investigate learners' perceptions of and learning experience with the proposed approach. pubtype: Academic Journal doctype: clinical trial pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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