Ewie Erasmus - Academia.edu (original) (raw)

Papers by Ewie Erasmus

Research paper thumbnail of Understanding the lived music listening experiences of adults on the autism spectrum

Psychology of Music, 2022

This study focused on the role music listening experiences play in the lives of three South Afric... more This study focused on the role music listening experiences play in the lives of three South African adults on the autism spectrum. The purpose of this interpretative phenomenological analysis (IPA) is to understand the role that music listening plays in the lives of three adults living with autism. IPA considers three key areas of philosophical knowledge, which include phenomenology, hermeneutics, and idiography. We, therefore, interpreted the role of music listening for our participants by highlighting similarities and differences between the participants' lived experiences. The findings emerging from this study revealed five superordinate themes explaining the significance of music listening in the adults' lives: (1) coping with auditory sensitivity, (2) getting lost in music, (3) music is a companion, (4) self-regulation, and (5) finding connection. The importance of music for masking or coping with sensory overload is distinct from the studies conducted to understand the music listening experiences of neurotypical individuals. It is our hope that the findings of this IPA provide rich idiographic descriptions of the individual experiences of our participants, thereby humanizing their music listening experiences.

Research paper thumbnail of Problem-based learning and pedagogies of play: Active approaches towards Self-Directed Learning

NWU self-directed learning series, Dec 31, 2022

Peer-review declaration The publisher (AOSIS) endorses the South African 'National Scholarly Book... more Peer-review declaration The publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer-Review of Scholarly Books'. The scholarly book proposal form was evaluated by our Social Sciences, Humanities, Education and Business Management editorial board. The manuscript underwent an evaluation to compare the level of originality with other published works and was subjected to rigorous two-step peer-review before publication by two technical expert reviewers who did not include the volume editors and were independent of the volume editors, with the identities of the reviewers not revealed to the editors or authors. The reviewers were independent of the publisher, editors and authors. The publisher shared feedback on the similarity report and the reviewers' inputs with the manuscript's editors to improve the manuscript. Where the reviewers recommended revisions and improvements, the editors responded adequately to such recommendations. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the book be published. v Research justification The focus of this book is original research regarding the implementation of problembased learning (PBL) and pedagogies of play (PoPs) as active approaches to foster self-directed learning (SDL). With the Fourth Industrial Revolution (4IR) in mind, educational institutions need to rethink teaching and learning for the future. As such, active engagement can be encouraged, as evident in this book, where PBL drives learning through realworld problems, while PoP focuses on innovative environments where the action of play and learning are integrated with the aim of developing SDL. The following are addressed in the chapters: an overview of PBL and PoP, metaliteracy, playful PBL tasks, computational thinking in game-based tasks and geometry, solving puzzles, applying LEGO®, using drama as the PoP and implementing educational robotics (ER). The empirical research findings disseminated in this book aim to inspire academics in the research focus area of SDL with active learning approaches in the school and tertiary classroom that hold affordances to enhance 21st-century skills. Active learning is an umbrella term for pedagogies that mainstream student engagement, such as PBL, cooperative learning, gamification, role-play and drama. This scholarly book highlights various engaging pedagogies. Initially submitted abstracts were screened by a scientific committee. All chapters were submitted, and put through Turnitin for plagiarism detection, and the editors screened them before being submitted to AOSIS Scholarly Books, which performed similarities, overlaps and plagiarism checks via iThenticate, following a rigorous peer-review process. The editors are confident that the book comprises a valuable scholarly discourse that will consequently contribute to the scholarship on PBL, PoP and SDL. In addition, we confirm that no part of the book has been plagiarised.

Research paper thumbnail of Understanding the lived music listening experiences of adults on the autism spectrum

Psychology of Music, 2022

This study focused on the role music listening experiences play in the lives of three South Afric... more This study focused on the role music listening experiences play in the lives of three South African adults on the autism spectrum. The purpose of this interpretative phenomenological analysis (IPA) is to understand the role that music listening plays in the lives of three adults living with autism. IPA considers three key areas of philosophical knowledge, which include phenomenology, hermeneutics, and idiography. We, therefore, interpreted the role of music listening for our participants by highlighting similarities and differences between the participants' lived experiences. The findings emerging from this study revealed five superordinate themes explaining the significance of music listening in the adults' lives: (1) coping with auditory sensitivity, (2) getting lost in music, (3) music is a companion, (4) self-regulation, and (5) finding connection. The importance of music for masking or coping with sensory overload is distinct from the studies conducted to understand the music listening experiences of neurotypical individuals. It is our hope that the findings of this IPA provide rich idiographic descriptions of the individual experiences of our participants, thereby humanizing their music listening experiences.

Research paper thumbnail of Problem-based learning and pedagogies of play: Active approaches towards Self-Directed Learning

NWU self-directed learning series, Dec 31, 2022

Peer-review declaration The publisher (AOSIS) endorses the South African 'National Scholarly Book... more Peer-review declaration The publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer-Review of Scholarly Books'. The scholarly book proposal form was evaluated by our Social Sciences, Humanities, Education and Business Management editorial board. The manuscript underwent an evaluation to compare the level of originality with other published works and was subjected to rigorous two-step peer-review before publication by two technical expert reviewers who did not include the volume editors and were independent of the volume editors, with the identities of the reviewers not revealed to the editors or authors. The reviewers were independent of the publisher, editors and authors. The publisher shared feedback on the similarity report and the reviewers' inputs with the manuscript's editors to improve the manuscript. Where the reviewers recommended revisions and improvements, the editors responded adequately to such recommendations. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the book be published. v Research justification The focus of this book is original research regarding the implementation of problembased learning (PBL) and pedagogies of play (PoPs) as active approaches to foster self-directed learning (SDL). With the Fourth Industrial Revolution (4IR) in mind, educational institutions need to rethink teaching and learning for the future. As such, active engagement can be encouraged, as evident in this book, where PBL drives learning through realworld problems, while PoP focuses on innovative environments where the action of play and learning are integrated with the aim of developing SDL. The following are addressed in the chapters: an overview of PBL and PoP, metaliteracy, playful PBL tasks, computational thinking in game-based tasks and geometry, solving puzzles, applying LEGO®, using drama as the PoP and implementing educational robotics (ER). The empirical research findings disseminated in this book aim to inspire academics in the research focus area of SDL with active learning approaches in the school and tertiary classroom that hold affordances to enhance 21st-century skills. Active learning is an umbrella term for pedagogies that mainstream student engagement, such as PBL, cooperative learning, gamification, role-play and drama. This scholarly book highlights various engaging pedagogies. Initially submitted abstracts were screened by a scientific committee. All chapters were submitted, and put through Turnitin for plagiarism detection, and the editors screened them before being submitted to AOSIS Scholarly Books, which performed similarities, overlaps and plagiarism checks via iThenticate, following a rigorous peer-review process. The editors are confident that the book comprises a valuable scholarly discourse that will consequently contribute to the scholarship on PBL, PoP and SDL. In addition, we confirm that no part of the book has been plagiarised.