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Using a qualitative study based on student reflections, the work analyzes design features and demonstrates enhanced engagement, supporting meta-learning and transfer of learning.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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uwindsor.ca)  \n[www.stlhe.ca](www.stlhe.ca)  \nExperiences at the Undergraduate  Level: An Example from Music  \nTheory  \nAnna Ferenc, Wilfrid Laurier University  \nThis article discusses transformation of passive knowledge receptivity into experiences of deep learning in a lecture-based music theory course at the second-year undergraduate level through implementation of collaborative projects that evoke natural critical learning environments. It presents an example of such a project, addresses key features of its design to keep in mind for adaptation to other disciplines, and analyzes its effectiveness through a qualitative study of student reflections. The study yields compelling evidence of enhanced engagement with subject learning, meta-learning and transfer of learning.  \nIntroduction  \nThis article  \nknowledge  \ndiscusses transformation of passive receptivity into experiences of deep  \nlearning in a lecture-based music theory course at the second-year undergraduate level through implementation of collaborative projects that evoke“natural critical learning environments”(Bain, 2004) . It presents an example of such a project, addresses key features of its design to keep in mind for adaptation to other disciplines, and analyzes its effectiveness through a qualitative study of student reflections.  \nIn his influential book, What the Best College Teachers Do (2004), Ken Bain identifies creation of a“natural critical learning environment” as a fundamental component of effective instruction atthe post-secondary level. In such an environment,  \npeople learn by confronting intriguing, beautiful, or important problems, authentic tasks that will challenge them to grapple with  \nideas, rethink their assumptions, and examine their mental models of reality. These are challenging yet supportive conditions in which learners feel a sense of control over their education; work collaboratively with others; believe that their work will be considered fairly and honestly; and try, fail, and receive feedback from expert learners in advance of and separate from any summative judgment of their effort.(p. 18)  \nSuch an environment activates deep-level learning and metacognitive processing to achieve a “sustained influence on the way the learner subsequently thinks, acts, or feels” (p. 29) . Bain acknowledges that this is often accomplished through a “highly authentic”collaborative project (p. 60) .  \nAt the core of collaborative projects lies the concept of peer learning, which has been promoted for high-order cognitive and metacognitive  \ndevelopment for several decades. As pointed out by King (2002), peer learning can enhance mastery of academic content and disciplinary skill as well as foster more complex, high-level cognitive processing. However, adopting this potentially valuable instructional tool comes with a caution that positive results are not automatic and that designing effective peer learning activities is a complex and challenging task (De Lisi, 2002; Palincsar & Herrenkohl, 2002) . Moreover, while studies show that promoting metacognition is critical to learning (Bransford, Sherwood, Vye, & Rieser, 1986; Coutinho, 2007; Crowe, Dirks, & Wenderoth, 2008; D’Avanzo, 2003; Hartman, 1998; Pintrich, 2002; Schraw, 1998; Tanner, 2012), it has also been recognized that students may resist thinking metacognitively especially if their background has been limited to passive learning (Gourgey, 1998) . Shedding more light on this last point is research indicating that college students typically adopt one of three approaches to their learning in any given course. Some approach their studies as deep learners who want to engage in analysis, synthesis, integration, andre-evaluation of course concepts. Consciously or not, others are either surface learners, who focus on memorizing facts to pass an exam, or strategic learners, who are adept a","cbCaihpiXSVa61dD","https://ap.wps.com/l/cbCaihpiXSVa61dD","pdf",333746,24,"English","# Introduction\n## Contextualization\n## Method","[{\"question\":\"What teaching transformation does the article focus on?\",\"answer\":\"It focuses on transforming students’ passive receptivity of knowledge into experiences of deep learning through collaborative project-based instruction.\"},{\"question\":\"How are collaborative projects used in the course?\",\"answer\":\"Collaborative projects are implemented in a lecture-based music theory course to evoke natural critical learning environments that support deep-level learning and metacognitive processing.\"},{\"question\":\"How is the effectiveness of the project evaluated?\",\"answer\":\"Effectiveness is analyzed through a qualitative study using student reflections, producing evidence of enhanced engagement, meta-learning, and transfer of learning.\"}]","Transforming Passive Receptivity of Knowledge into Deep Learning - CELT Vol. VIII - 2015 | PDF",1792087492]