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Abstract

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Cooperative learning has been one of the burgeoning methodological approaches in recent decades due to its empirically demonstrated benefits. The use of technologies to support this methodology plays a fundamental role in better implementing it. This paper presents a study conducted with music students in the third year of ESO (Enseñanza Secundaria Obligatoria, or Compulsory Secondary Education) (n = 145) with the aim of ascertaining their perception of technology-assisted cooperative learning, an essential factor in creative projects that are extremely organizationally complex. In this study, we adopted a quasi-experimental design of repeated measures for a pre- and post-stage with a control group and an experimental group. The results suggest that there are statistically significant differences in academic performance and satisfaction with the methodology used. The conclusions show that technology-assisted cooperative work may be one of the few methodological alternatives that very effectively contribute to implementing creative projects.

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Secondary school music education students’ perception of technology-assisted cooperative learning ( Percepción del alumnado de música de educación secundaria sobre el aprendizaje cooperativo asistido por tecnología )

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