A systematic literature review of collaborative learning in conservatoire education

Abstract

This review aims to synthesize the literature on relations between context factors, learning activities, and learning outcomes from collaborative learning in conservatoire education. 157 peer-reviewed full-text articles were screened from an electronic database search and major journals in music education published between 2000 and 2023. Assessment resulted in 27 articles complying with all selection criteria. The results indicated strong interactions exist between context factors, learning activities, and learning outcomes. Collaborative learning appeared to support development of both cognitive and affective outcomes, more specifically the development of craftsmanship, metacognitive skills, social and collaborative skills.