The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
Video-Enriched Learning Experiences for Performing Arts Students: Two Exploratory Case Studies
Abstract
To close the gap between formal education and professional practice, Higher Education (HE) practitioners need to be aware of the importance of offering realistic learning scenarios where students can profit from personalised learning opportunities and meaningful learning. In this chapter, the authors study the extent to which viewing video recordings of the individual performances of dance and music students benefited the learning process. Evidence was gathered from two groups of undergraduate performing arts students at a HE institution in the United Kingdom, and from their corresponding teachers, who independently offered their students a personalised way of accessing visually relevant feedback on their performances via a virtual learning environment. Results suggest that this access to personalised learning facilitated critical reflection and learning from experience. It enabled the students to reposition themselves in relation to their actual performance, fostered their will to learn, and reaffirmed them as potential professional performers.
Related Content
|
Kamal Moundy, Nadia Chafiq, Mohammed Talbi, Oussama Bouiri.
© 2024.
13 pages.
|
|
Imane Elimadi, Khalil Shehadeh Al-Qatawneh.
© 2024.
6 pages.
|
|
Shalin Hai-Jew.
© 2024.
64 pages.
|
|
Rachida Ihya, Mohammed Ait Daoud, Tarek Ihya.
© 2024.
27 pages.
|
|
Marco Yamba-Yugsi, Ruth S. Contreras-Espinosa, Jose Luis Eguia-Gomez.
© 2024.
23 pages.
|
|
Richard Adade, Leila Goosen.
© 2024.
19 pages.
|
|
Maati Souiet, Gaadi Amina, Chafiq Nadia, El Imadi Imane.
© 2024.
13 pages.
|
|
|