This paper examines the use of a Learning Technology Interface (LTI) to support the completion of a recording workbook with audio examples over a 10-week period. The VLE provided contingent support to studio users for technical problems encountered in the completion of four recording tasks. Previous research has investigated how students collaborate and problem-solve during a short session in the recording studio using technology as a contingent support tool. In addition, online message boards have been used to record problems encountered when completing a prescribed task (critical-incident recording). A mixed-methods case study approach was used in this study. The students interactions within the LTI were logged (i.e. frequency, time, duration, type of support) and their feedback was elicited via a user questionnaire at the end of the project. Data for this study demonstrates that learning technology can be a successful support tool, and also highlights the frequency and themes concerning the types of recording practice information accessed by the learners.
Author:
King, Andrew
Affiliation:
University of Hull, Scarborough, North Yorkshire, UK
AES Convention:
126 (May 2009)
Paper Number:
7669
Publication Date:
May 1, 2009
Subject:
Recording, Reproduction, and Delivery
Click to purchase paper as a non-member or you can login as an AES member to see more options.
No AES members have commented on this paper yet.
To be notified of new comments on this paper you can subscribe to this RSS feed. Forum users should login to see additional options.
If you are not yet an AES member and have something important to say about this paper then we urge you to join the AES today and make your voice heard. You can join online today by clicking here.