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Defines direct and indirect learning strategies and categorizes them into memory, cognitive, compensation, metacognitive, affective, and social approaches, also observing critical thinking as well as deep and surface learning strategies. Reports that collaboration among students, teachers, and professionals increased strategic use, and that workshop-based methods can be adopted beyond music education to make learning processes more flexible and productive.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/towards-professionalism-in-music-self-assessed-learning-strategies-of-conservatory-music-students/598046/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/towards-professionalism-in-music-self-assessed-learning-strategies-of-conservatory-music-students/598046.png","ImageObject",300,407,{"name":92,"@type":93},"Indoniesian Boy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What learning strategies are examined for conservatory music students?","Question",{"text":112,"@type":113},"The study models direct and indirect strategies and groups them into memory, cognitive, compensation, metacognitive, affective, and social strategies.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What additional strategy types were observed beyond the main categories?",{"text":117,"@type":113},"Critical thinking strategies were observed, along with deep and surface learning strategies.",{"name":119,"@type":110,"acceptedAnswer":120},"What factors during the research period improved the use of strategies?",{"text":121,"@type":113},"Cross-professional collaboration among students, teachers, and professionals increased the use of learning strategies.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598046,1792450246,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760608,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Towards Professionalism in Music: Self-assessed Learning Strategies of Conservatory Music Students  \nEsa Virkkula*1 and Säde-Pirkko Nissilä2  \n• One of the current spearhead projects in Finnish education is learning to learn. Learning strategies have been examined from a variety of perspectives. They are policies that either promote or hinder learning. They are any behaviours or thoughts that facilitate encoding in such a way that knowledge integration and retrieval are enhanced. Strategies can be practiced and learnt.  \nDirect and indirect learning strategies formed the model of defining music students’ self-assessed learning habits in this research. The strategies dealt with here are memory, cognitive, compensation, metacognitive, affective and social strategies. Critical thinking strategies as well as deep and surface learning strategies were also observed.  \nIn this paper, a theoretical background and methodological solutions will first be presented. A significant finding comes from cross-professional collaboration of students, teachers, and professionals during the research period: it enhanced the use of strategies. Another finding, the profitable use of the workshop method, can be adopted by other fields of learning and make processes flexible and fruitful.  \nKeywords: critical thinking strategies, music education, musical expertise, vocational education, workshop  \n1 *Corresponding Author. Oulu University of Applied Sciences, School of Vocational Teacher Education, Finland; [Esa.Virkkula@oamk.fi](Esa.Virkkula@oamk.fi).  \n2 Retired language teacher and teacher educator.  \n114 towards professionalism in music: self-assessed learning strategies of ...  \nNa poti k profesionalnosti v glasbi: samoocenjevanjeučnih strategij študentov konservatorija za glasbo  \nEsa Virkkula in Säde-Pirkko Nissilä  \n• Eden izmed trenutno vodilnih projektov na področju vzgoje inizobraževanja na Finskem je učenje učenja. Učne strategije so preučevaliz različnih perspektiv. Odločitve šolske politike lahko bolj ali manjspodbudno vplivajo na učenje. Gre za vedenje ali razmišljanje, ki spodbuja integracijo znanja in razvijanje spretnosti učenja. Učne strategijelahko vadimo in se jih lahko naučimo. V okviru te raziskave so neposredne in posredne učne strategije sestavljale model samoocenjevanjaučnih navad študentov glasbe. Strategije, s katerimi smo se ukvarjali, so bile: spominske, kognitivne, kompenzacijske, metakognitivne, afektivnein socialne. Opazovali smo strategije kritičnega mišljenja pa tudi globinske in površinske učne strategije. V prispevku najprej predstavljamoteoretična ozadja in metodološke rešitve. Pomembna ugotovitev izhajaiz medsebojnega sodelovanja študentov, učiteljev in strokovnjakov vobdobju trajanja projekta, ki je pripeljalo do pogostejše uporabe učnihstrategij. Tovrstno delavniško delo je mogoče koristno prilagoditi tudi zaspodbujanje fleksibilnega in učinkovitega učenja na drugih področjih.  \nKljučne besede: strategije kritičnega mišljenja, glasbeno izobraževanje, glasbena sposobnost, poklicno izobraževanje, pedagoška delavnica  \nIntroduction  \nThe dominance of behaviourism in human learning resulted in a total dependence on the external events as determinants of the processes and information transformation that take place in a learner. Much of this observation dealt with the extent to which a learner could avail him/herself of mnemonics (e.g. Bower, 1970; Paivio, 1969, 1971; Wood, 1967) . These tasks were associated with laboratory research tasks. Interest was also focused on ecologically valid tasks (Weinstein, Zimmerman, & Palmer, 1988) .  \nThe changes to constructivism and humanistic approaches have raised learning strategies for discussion. The change affected the ways in which learning strategies are conceptualised, the methods used to evaluate their acquisition and use, and procedures used to teach them (Dweck, 1999; William & Thompson, 2008) .  \nIn music students’ education learning strategies are needed e.g. in the co","cbCaisgrXHRC0yIE","https://ap.wps.com/l/cbCaisgrXHRC0yIE","pdf",255011,23,"English","# Introduction\n# Learning Strategies","[{\"question\":\"What learning strategies are examined for conservatory music students?\",\"answer\":\"The study models direct and indirect strategies and groups them into memory, cognitive, compensation, metacognitive, affective, and social strategies.\"},{\"question\":\"What additional strategy types were observed beyond the main categories?\",\"answer\":\"Critical thinking strategies were observed, along with deep and surface learning strategies.\"},{\"question\":\"What factors during the research period improved the use of strategies?\",\"answer\":\"Cross-professional collaboration among students, teachers, and professionals increased the use of learning strategies.\"}]","Towards Professionalism in Music - Self-assessed Learning Strategies of Conservatory Music Students | PDF",1792086188,58]