ABSTRACT

This holistic multiple-case study sought to examine how students’ learning changes when transitioning from face-to-face to online instrumental lessons in a one-to-one setting. Specifically, as this was a pilot research, it explored the students’ sight-reading, aural skills, lesson engagement, and motivation to practice. The participants interviewed in this study were ten young, London-based students at beginner and intermediate levels, who had been taking online piano lessons – led by the same teacher as for their previous in-person classes – for four months. Furthermore, five instrumental teachers from the UK were interviewed so as to gain their reflective insight into teaching and learning processes, and to discover their online teaching experiences. The findings revealed that, while most students became more independent, both the students and their parents reported that the teacher’s physical absence had influenced the learning. The absence of such factors as non-verbal communication, gestures, scaffolding, and a tactile approach had affected not only the learning but also the students’ levels of engagement and motivation. While most of the teachers were satisfied with teaching online, the students and their parents preferred face-to-face lessons, reasoning that the lessons were more productive and beneficial when conducted in-person.

摘要

这项全面的多案例研究旨在研究学生在一对一的环境中从面对面过渡到在线工具课时的学习变化。具体而言，由于这是一项试点研究，因此探讨了学生的视线阅读，听觉技能，课程参与度和练习动机。这项研究中采访的参与者是十名来自伦敦的年轻和中级学生，他们已经接受在线钢琴课四个月了，在线钢琴课由同一位老师亲自授课。此外，还采访了来自英国的五位乐器老师，以获取他们对教学过程的反思，并发现他们的在线教学经验。调查结果表明，尽管大多数学生变得更加独立，学生和他们的父母都报告说，老师的身体虚弱影响了学习。缺乏非语言交流，手势，脚手架和触觉方法等因素，不仅影响了学习，还影响了学生的参与和动机水平。尽管大多数老师对在线教学感到满意，但学生和他们的父母更喜欢面对面的课程，理由是当面授课时，这些课程会更加富有成效和有益。