{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/90449"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/90449","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"An online participatory action research inquiry into online inquiry-based music learning","abstract":"The purpose of this study was to better understand what is happening when learners are unsuccessful in using online open education resources (OERs) for self-directed learning. Supporting self-directed learners is an important step towards realizing the open-education goal of equalizing educational opportunities, but little is known about the needs and perspectives of this group. To find self-directed learners for whom OERs did not provide sufficient help, visitors to music theory OERs were offered personalized help in reaching their own music-learning goals. Participatory action research provided the study methodology, with participants acting as co-researchers who understood the purpose of the study and offered their perspectives on the issues, and myself acting as both primary researcher and facilitator of their music-learning inquiries. Of the 44 participants who began the study, 11 pursued substantial inquiries. Data from all 44 participants suggested that lack of a relevant community of practice may be a particularly high barrier to self-directed learning, but the analysis focused primarily on the 11 long-term inquiries, using activity theory as a framework for organizing and interpreting the data. The primary barrier appeared to be the difficulty of making connections between formal ways of knowing about music, such as music theory and notation, and experiential ways of knowing about music, such as playing instruments, improvising, and composing. Progress in the inquiries relied in part on specific supports that can only be provided through human interaction and which may be the most useful roles for instructors when students have access to open online resources. However, the study also indicated specific changes to music OERs that might make them more useful as stand-alone help, and the underlying issues suggest ways that OERs in general could better support self-directed learning.","abstract_html":"The purpose of this study was to better understand what is happening when learners are unsuccessful in using online open education resources (OERs) for self-directed learning. Supporting self-directed learners is an important step towards realizing the open-education goal of equalizing educational opportunities, but little is known about the needs and perspectives of this group. To find self-directed learners for whom OERs did not provide sufficient help, visitors to music theory OERs were offered personalized help in reaching their own music-learning goals. Participatory action research provided the study methodology, with participants acting as co-researchers who understood the purpose of the study and offered their perspectives on the issues, and myself acting as both primary researcher and facilitator of their music-learning inquiries. Of the 44 participants who began the study, 11 pursued substantial inquiries. Data from all 44 participants suggested that lack of a relevant community of practice may be a particularly high barrier to self-directed learning, but the analysis focused primarily on the 11 long-term inquiries, using activity theory as a framework for organizing and interpreting the data. The primary barrier appeared to be the difficulty of making connections between formal ways of knowing about music, such as music theory and notation, and experiential ways of knowing about music, such as playing instruments, improvising, and composing. Progress in the inquiries relied in part on specific supports that can only be provided through human interaction and which may be the most useful roles for instructors when students have access to open online resources. However, the study also indicated specific changes to music OERs that might make them more useful as stand-alone help, and the underlying issues suggest ways that OERs in general could better support self-directed learning.","abstract_has_math":false,"creators":["Schmidt Jones, Catherine Anne"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Curriculum and Instruction","degree_department":null,"school":null,"contributors":["Johnston-Parsons, Marilyn","Bresler, Liora","Burbules, Nicholas","Oh, Eunjung","Thibeault, Matthew D."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-07-07T19:44:28Z","date_published":"2016-07-07T19:44:28Z","updated_at":"2026-07-22T22:26:32Z","subjects":["participatory action research","open education resources","online learning","inquiry based learning","music learning","activity theory"],"languages":["en"],"rights":["Copyright 2016 Catherine Schmidt Jones"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/90449","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Johnston-Parsons, Marilyn","Bresler, Liora","Burbules, Nicholas","Oh, Eunjung","Thibeault, Matthew D."]},{"key":"dc:creator","label":"Author","values":["Schmidt Jones, Catherine Anne"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2016-07-07T19:44:28Z","2015-11-12","2016-05"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["participatory action research","open education resources","online learning","inquiry based learning","music learning","activity theory"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2016 Catherine Schmidt Jones"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/90449"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The purpose of this study was to better understand what is happening when learners are unsuccessful in using online open education resources (OERs) for self-directed learning. Supporting self-directed learners is an important step towards realizing the open-education goal of equalizing educational opportunities, but little is known about the needs and perspectives of this group. To find self-directed learners for whom OERs did not provide sufficient help, visitors to music theory OERs were offered personalized help in reaching their own music-learning goals. Participatory action research provided the study methodology, with participants acting as co-researchers who understood the purpose of the study and offered their perspectives on the issues, and myself acting as both primary researcher and facilitator of their music-learning inquiries. Of the 44 participants who began the study, 11 pursued substantial inquiries. Data from all 44 participants suggested that lack of a relevant community of practice may be a particularly high barrier to self-directed learning, but the analysis focused primarily on the 11 long-term inquiries, using activity theory as a framework for organizing and interpreting the data. The primary barrier appeared to be the difficulty of making connections between formal ways of knowing about music, such as music theory and notation, and experiential ways of knowing about music, such as playing instruments, improvising, and composing. Progress in the inquiries relied in part on specific supports that can only be provided through human interaction and which may be the most useful roles for instructors when students have access to open online resources. However, the study also indicated specific changes to music OERs that might make them more useful as stand-alone help, and the underlying issues suggest ways that OERs in general could better support self-directed learning.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2016-07-07 without embargo terms","The student, Catherine Schmidt Jones, accepted the attached license on 2015-09-25 at 02:17.","The student, Catherine Schmidt Jones, submitted this Dissertation for approval on 2015-09-25 at 02:56.","This Dissertation was approved for publication on 2015-11-12 at 14:46.","DSpace SAF Submission Ingestion Package generated from Vireo submission #8700 on 2016-07-07 at 13:26:31","Made available in DSpace on 2016-07-07T19:44:28Z (GMT). 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Supporting self-directed learners is an important step towards realizing the open-education goal of equalizing educational opportunities, but little is known about the needs and perspectives of this group. To find self-directed learners for whom OERs did not provide sufficient help, visitors to music theory OERs were offered personalized help in reaching their own music-learning goals. Participatory action research provided the study methodology, with participants acting as co-researchers who understood the purpose of the study and offered their perspectives on the issues, and myself acting as both primary researcher and facilitator of their music-learning inquiries. Of the 44 participants who began the study, 11 pursued substantial inquiries. Data from all 44 participants suggested that lack of a relevant community of practice may be a particularly high barrier to self-directed learning, but the analysis focused primarily on the 11 long-term inquiries, using activity theory as a framework for organizing and interpreting the data. The primary barrier appeared to be the difficulty of making connections between formal ways of knowing about music, such as music theory and notation, and experiential ways of knowing about music, such as playing instruments, improvising, and composing. Progress in the inquiries relied in part on specific supports that can only be provided through human interaction and which may be the most useful roles for instructors when students have access to open online resources. However, the study also indicated specific changes to music OERs that might make them more useful as stand-alone help, and the underlying issues suggest ways that OERs in general could better support self-directed learning.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2016-07-07 without embargo terms","The student, Catherine Schmidt Jones, accepted the attached license on 2015-09-25 at 02:17.","The student, Catherine Schmidt Jones, submitted this Dissertation for approval on 2015-09-25 at 02:56.","This Dissertation was approved for publication on 2015-11-12 at 14:46.","DSpace SAF Submission Ingestion Package generated from Vireo submission #8700 on 2016-07-07 at 13:26:31","Made available in DSpace on 2016-07-07T19:44:28Z (GMT). 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