Self-regulation in online string instrument lessons : Motivation, social interaction and learning environment
Utermohl de Queiroz, Dora; Foletto, Clarissa; López-Íñiguez, Guadalupe; Pedro, Luís (2024)
Avaa tiedosto
Lataukset:
Utermohl de Queiroz, Dora
Foletto, Clarissa
López-Íñiguez, Guadalupe
Pedro, Luís
Sage
2024
1744-795X
Utermohl de Queiroz, D., Foletto, C., López-Íñiguez, G., & Pedro, L. (2024). Self-regulation in online string instrument lessons: Motivation, social interaction and learning environment. International Journal of Music Education. https://doi.org/10.1177/02557614241227227
lehtiartikkeli
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi-fe202401244231
https://urn.fi/URN:NBN:fi-fe202401244231
Tiivistelmä
This article investigates selected processes of self-regulated learning (SRL) in online string instrument lessons. We explore: (i) the factors that motivate teachers and students to commence and maintain online teaching and learning, (ii) the synchronous and asynchronous social interactions that occur between teachers, students and peers and (iii) the structuring of the online/physical learning environment. The participants were five international string teachers and six students, voluntarily teaching and learning online in a non-formal educational context. Data sources include lesson observations, semi-structured interviews and questionnaires. A theoretical’ thematic analysis method was used to analyse the data. The findings indicate that the possibility of online lessons overcoming geographical barriers led to the involvement of teachers and students, and persistence came with the realisation of student performance progress. Teachers attempted to overcome the impracticability of technique-related physical manipulation by stimulating students’ mental imagery. They also reported the importance of exploring interactions through social media platforms to encourage students to seek help. To account for lessons taking place at students’ homes, teachers reinforced the importance of providing instructions to promote environmental structuring. Finally, despite the physical distance, teachers affirmed that they established bonds of affection with students.