Date of Award

8-11-2020

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Middle and Secondary Education

First Advisor

Martin Norgaard

Second Advisor

Jennifer Esposito

Third Advisor

Patrick Freer

Fourth Advisor

Gertrude Tinke Sachs

Abstract

This study was an exploratory qualitative case study designed to investigate the use of social media as a tool to promote self-regulatory skills in student practice with undergraduate and graduate university music students. In addition, this study explored participants’ experiences of sharing practice to an online community, viewing other students’ practice, and how their practice habits may have been affected by recording with the intention of sharing their practice online. The research questions included: (1) How do music students use a social media group to document and share their practice? (2) What is the experience of students who post clips of their practice, view their peers’ practice, and interact with their peers in a private online environment, which is visible by peers and the researcher? and (3) How do students practice differently when excerpts from their private practice are shared with their peers? The participants partook in a 3-week long Facebook research group where they were asked to post videos of their practice 5 times a week. Following the three weeks of posting in the Facebook group, participants were invited to take part in an interview with the researcher. Data consisted of surveys taken by participants before the Facebook group began, the posts, videos, comments, and feedback posted during the 3-week Facebook group, and interviews. In total. 74 posts were collected and analyzed from 18 participants including 72 videos, 15 interactive comments, and 186 clicks of emoji feedback. The findings from this study indicate that many participants changed their approach to practice when intending to share their practice online. Participants said they spent more time working on what they intended to share and held themselves to a higher standard than they would have if they were not intending to share their practice. Two participants indicated that sharing practice online intrinsically encouraged them to be more deliberate in their approaches to practice.

DOI

https://doi.org/10.57709/20482049

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