Supporting students in music technology higher education to learn computer programming

David Moore*

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    8 Citations (Scopus)


    This article examines methods for supporting students in music technology-related higher education to learn computer programming. The central argument made in this work is that using collaborative activities and encouraging regular reflective writing can benefit novices in their programming. To support this argument evidence from the teaching and learning literature will be presented along with primary research findings by the author. The research findings indicate that the collaborative activities and reflective writing exercise employed on an audio programming module were successful in supporting novices and helped to promote a more active learning environment with evidence of deeper learning and engagement in programming concepts.
    Original languageEnglish
    Pages (from-to)75-92
    Number of pages18
    JournalJournal of Music, Technology and Education
    Issue number1
    Publication statusPublished - 1 May 2014


    • Audio programming
    • Collaborative learning
    • Experiential learning
    • Pair programming
    • Reflective writing
    • Social constructivism


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