ABSTRACT

The spread of COVID-19 rapidly altered the way music teachers deliver instruction. Now instead of interacting face to face with their students in a classroom setting, instructors often have to teach their students remotely. This sudden transition from in-person to remote learning presents numerous challenges that require a rethinking of established teaching practices. Peer mentoring, for example, is a widely practiced instructional technique that can provide meaningful learning opportunities for students in remote learning environments. Drawing on the new ecology of learning as a theoretical framework, this review of literature details how educational researchers have investigated online peer mentoring, including how teachers facilitate mentoring, student engagement, mentoring beyond the classroom, and obstacles to online access. Significant findings from this research on online peer mentoring are contextualised by music education research on face-to-face peer mentoring and suggest how music teachers can implement and utilise online peer mentoring in their music classrooms.

摘要

COVID-19的传播迅速改变了音乐教师授课的方式。现在，教师不再需要在课堂上与学生面对面互动，而是经常必须远程教他们的学生。从面对面学习到远程学习的突然转变带来了众多挑战，需要重新考虑已建立的教学实践。例如，同伴指导是一种广泛实践的教学技术，可以为远程学习环境中的学生提供有意义的学习机会。借鉴新的学习生态学作为理论框架，本次文献综述详细介绍了教育研究人员如何调查在线同伴指导，包括教师如何促进指导，学生参与度，课堂之外的指导以及在线访问的障碍。