- Коваленко, О.М. (orcid.org/0000-0003-4798-7722) (2025) The Use of Digital Audio Workstations in Adult Music Self-Education Diploma thesis, Інститут цифровізації освіти.
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Abstract
Kovalenko, O. M. The Use of Digital Audio Workstations in Adult Music Self-Education. – A qualification for scientific work in manuscript form. Dissertation for the degree of Candidate of Pedagogical Sciences, 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. Five primary global stages in the evolution of electronic music are identified, along with four key periods in its development within Ukraine. Considerable attention is given to technological progress and digitalization's impact on musical thinking, aesthetic approaches, and the transformation of traditional views on musical creativity. 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. Theoretical and methodological foundations, approaches, and methods for modeling the use of DAWs in adult music self-education are thoroughly analyzed. It is determined that integrating DAWs into the self-education process promotes the development of musical skills, creativity, technical awareness, and digital literacy in adults. 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. The proposed model promotes flexible, autonomous learning and creative musical self-expression among adults. 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. The proposed methodology combines pedagogical validity with practical value, as evidenced by the high engagement of users and the topicality of the subject in the context of adult music self-education. Recommendations for using DAWs in adult music self-education have been developed, aimed at enhancing the effectiveness of the process. These include setting educational goals, choosing appropriate software, structuring the learning process, integrating theory into practice, the role of feedback, maintaining motivation, and exploring the potential of AI in music creation. Emphasis is placed on the importance of individualization, autonomy, and enjoyment of the creative 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. 316 participants participated, with 159 in the experimental group and 157 in the control group. During the ascertaining stage, surveys and diagnostic testing were conducted to determine participants’ competence levels in using DAWs for electronic music creation. Results indicated a predominance of basic and intermediate levels among most participants. In the formative stage, experimental groups completed the author’s online course «Creating Electronic Music in FL Studio», which was supplemented with consultations and the use of the author's informational resource (the «Creating Electronic Music» website). The 2024 version of the course included a new section dedicated to AI tools for music creation. Post-course assessments revealed a significant increase in adult competence levels in the experimental groups. There was a marked decrease in the number of participants at the basic level and an increase in those at intermediate and high levels. 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. Scientific novelty and theoretical significance of the results: for the first time, the concept of «adult competence in using digital audio workstations for electronic music creation» is defined as a confirmed ability of an individual to autonomously and responsibly use DAWs for music creation based on acquired knowledge, skills, abilities, and attitudes in the process of adult music self-education. A model for the development of this competence is theoretically substantiated and constructed. The components (cognitive, technical-activity, motivational-creative, evaluative-reflective), corresponding indicators, and levels (high, medium, basic) of competence development are identified. The theory and methodology of applying hardware and software tools in education are further developed, particularly the theory and practice of using DAWs in adult music self-education. Practical significance of the results: The main components of the methodology for using DAWs in adult music self-education are developed. The author’s website «Creating Electronic Music» (https://fierymusic.net/) was created and filled with instructional materials. An online course titled «Creating Electronic Music in FL Studio» (https://create.fierymusic.net/) has been developed. Recommendations for the use of DAWs in adult music self-education are provided. The theoretical and practical results of the study can be applied in the following areas: in adult music self-education, particularly in the process of learning electronic music creation; in the system of higher and postgraduate education for the development of informational and methodological support for the use of digital audio workstations; and by researchers studying the specifics of adult music self-education.
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