Building reflective practice: Implementing a self-regulated musical learning intervention proposal in online cello lessons

Abstract

This article describes the results of an exploratory action research project that sought to implement an intervention proposal entitled Promoting Self-regulated Musical Learning in Online Lessons (PSRL). This PSRL was developed in accordance with self-regulated learning theory and the corresponding premise that self-regulation can be activated directly through teacher instructions and indirectly by enriching the learning environment with pedagogical tools that facilitate student self-regulation. The PSRL contained two components: (1) a diagnostic approach, which aimed to understand just which self-regulation processes students deployed during practice, and (2) a training approach, which included teacher instructions and tools for self-regulation. In addition, this study explored an online learning environment tailored to activate and enhance self-regulated learning skills. Two cello students from a music education BA programme in Brazil participated in the project. The PSRL was implemented throughout 4 weeks in eight cycles of action. The findings indicate that a questioning approach and the indirect support of the online environment were associated with increased metacognitive reflection in the two students. Although the results cannot be generalized due to the small sample size, the study provides insights into teaching strategies that may support the development of students’ self-regulated musical practice habits in online lessons.