- Коваленко, О.М. (orcid.org/0000-0003-4798-7722) (2025) The use of digital audio workstations in adult music self-education Dissertation candidate2 thesis, Національна академія педагогічних наук України.
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Abstract
Kovalenko O. M. The use of digital audio workstations in adult music self-education. – Qualification for scientific work as a manuscript. Dissertation for the degree of candidate of pedagogical sciences in specialty 13.00.10 – «Information and Communication Technologies in Education». – Institute for Digitalisation of Education of the National Academy of Educational Sciences of Ukraine, Kyiv, 2025. The dissertation presents a theoretical justification and resolution of the problem of developing scientific and methodological support for using digital audio workstations (DAWs) in adult music self-education. The historical stages of the development of electronic music are explored and analyzed, from early technical experiments in the 17th century to the modern era of digital audio workstations and the application of artificial intelligence (AI) in music creation. The phenomenon of adult self-education in the digital age is examined. Based on an analysis of current scientific literature, the concepts and forms of non-formal and informal education are described, and the role of music self-education in professional and personal development is defined. The potential of digital platforms, DAWs, educational resources, video courses, YouTube channels, and social networks as tools for self-learning and self-expression in electronic music is considered. The importance of electronic music for self-regulation and mental health support is analyzed. Studies confirming the positive impact of music on emotional state, cognitive abilities, and individual resilience are summarized. Special attention is paid to the topic of music therapy, including the practice of using electronic music in psychotherapy and social rehabilitation, which has become particularly relevant in the context of war and post-traumatic conditions. Modern informational resources and popular DAWs (FL Studio, Ableton Live, Cubase, Logic Pro, LMMS, etc.) are reviewed, including their functional capabilities and technical specifications. A comparative analysis of software packages and components is presented. Survey results on DAW popularity, learning difficulties, and motivational factors are included, indicating the predominance of independent and distance learning formats for mastering digital music technologies. Significant attention is devoted to the influence of AI on the process of electronic music creation. AI-based software tools (AIVA, SUNO, Soundraw, Ecrett Music, Magenta Studio, and others) are analyzed in terms of their functions, advantages, limitations, and potential for music self-education. The components of adult competence in using DAWs for electronic music creation include cognitive, technical-activity, motivational-creative, and evaluative-reflective components, along with corresponding indicators and development levels (high, medium, and fundamental). A model for developing adult competence using DAWs for electronic music creation is designed and substantiated. The model comprises four interconnected blocks: target, content, organizational-activity, and evaluative-result, based on principles, methods, and forms of adult learning and the author's personal experience. An original methodology for using DAWs in adult music self-education is presented. Its goal is to develop adult competence in using DAWs to create electronic music. The methodology is implemented through the author’s online course «Creating Electronic Music in FL Studio», which consists of four thematic modules. A straightforward procedure for working in a DAW is developed, covering all stages of creating an electronic track – from setting up the working environment to final mastering. The methodology integrates various forms of learning, including online courses, consultations, and practical tasks. Different adult learning methods are applied: reproductive, exploratory, Socratic (dialogical), learning through action, case study, problem-based learning, and hands-on techniques. Considerable attention is paid to the author's website «Creating Electronic Music», which provides theoretical and practical materials and access to the online course. Recommendations for using DAWs in adult music self-education have been developed, aimed at enhancing the effectiveness of the process. The typical challenges beginners face when creating electronic music and suggested strategies for overcoming them are identified. The organization and results of a pedagogical experiment to verify the effectiveness of the proposed methodology for using DAWs in adult music self-education are described. The experiment was conducted in two phases (2018 and 2024) and included three stages: ascertaining, formative, and control. Three hundred sixteen participants participated, with 159 in the experimental group and 157 in the control group. Statistical analysis using Fisher’s φ* criterion confirmed a significant difference between the experimental and control groups at the control stage, supporting the effectiveness and pedagogical value of the proposed methodology. Thus, the quantitative and qualitative findings demonstrate that the author’s methodology fosters purposeful development of adult competence using DAWs for electronic music creation, particularly among beginners. Theoretical and practical results of the study may be used in adult music self-education, particularly in the process of learning to create electronic music; for the development of instructional and methodological support for the use of DAWs; and by researchers and individuals interested in the specific features of adult music self-education.
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