This paper looks into co-located and remote turn-taking and online chatting in collaborative music live coding (CMLC) using the web-based computer science education platform EarSketch. Duo and trio live coding are considered from an autoethnographic stance. An online survey with six practitioners in live coding and collaboration complements the autoethnographic findings. It was identified that turn-taking in duo and trio live coding was more promising in an education context than in performance. It is expected that turn-taking and online chatting in CMLC, among small groups of two, three, or four people can be useful in the classroom for pedagogical purposes. The role of a chat window is important as a tool for supporting communication in CMLC, but the proposal of semantic hashtags should be reconsidered as a tailorable vocabulary adapted to the needs of each group and perhaps linked to a notification system that facilitates the collaboration. From the four use cases based on trio/duo versus co-located/remote situations, it was discovered that a co-located trio live coding mediated by a turn-taking mechanism can be more interesting for group dynamics because the roles of a driver and two navigators can specialize and adapt easily during the musical improvisation act, while combining both verbal and nonverbal communication.
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