Exploring effective teaching methods for young instrumental music students enrolled in one-to-one synchronous online lessons

本研究旨在识别和分析在线上钢琴课时的演奏指导，如技巧和表达，以及心理学习过程，如教师身体缺席、沟通或学生的自主水平。这项研究还将探讨这种发展是否受到社会经济地位的影响。这些发现将在在线教学态度中具有实际应用，并有助于塑造未来的教学和教学方法。很少有研究集中在初学者和中级水平的年轻在线音乐学生(例如，Dauvilaite 2021；Dumramwalla 2017；Pike and Shoemaker 2013,2015)。在有限的现有文献中，有证据表明，由于缺乏身体互动和教师无法与学生建立融洽的关系，完全初学者在参与在线课程方面存在相当大的困难(Dumramwalla 2017；Duffy and Healey 2017)。例如，西蒙斯、罗杰和施罗德(2014,728-729)的一项研究表明，年龄较小的学生比年龄较大的学生需要更多的支持，钢琴教师通过“触摸”引导和支持一年级前和一年级小组的学习者。此外，萨尔瓦多等人。(2021,206)得出结论，“初学者”缺乏基础知识[以及]对细微差别声音复制的需求，阻碍了这些参与者像其他人一样积极地看待在线体验。因此，需要进一步的研究来了解年轻学生如何在线学习，并就最有效的音乐教学方法提出深入的建议。本项目的主要目的是深入探索当代教育问题(Biggam 2018,157)，因此将使用嵌入式探索性多案例研究设计(Biggam 2018，60-61)来调查这些问题。多案例研究设计还有助于在更大的研究中检查和比较多个教师的做法(殷2018，52)。这项研究将包括三个连续的数据收集阶段：1.试点访谈；2.现有文件分析；3.访谈和观察。在数据收集的第一和第二阶段之前，这项研究将寻求皇家音乐学院(RCM)伦理委员会的批准。为了从社交媒体收集数据，还将寻求社交媒体组主持人和那些对内容创作做出贡献的人的批准(Thorgersen和Mars 2021,230)。对于第三阶段，由于参与者年龄在18岁以下，将需要获得英国音乐学院(CUK)伦理委员会的伦理批准以及家长的同意。这项研究将通过发展和扩大以往关于在线音乐教学和学习的研究，以及更深入地了解学生的社会经济地位如何影响在线教学，为音乐教育、在线音乐教育学和音乐表演科学领域做出重要贡献。这项研究的结果将发表在同行评议的期刊上，如《音乐教育研究》或《音乐、技术和教育杂志》。此外，本研究将评估现有关于教与学的文献，并总结最有效的在线教育教学方法。

This study seeks to identify and analyse performance instruction such as technique and expression, as well as psychological learning processes such as physical absence of a teacher, communication or student's autonomy levels while having piano lessons online. The study will also address whether any such development is mediated by socioeconomic status. The findings will have practical applications in online teaching attitudes and contribute to shaping future pedagogical and didactical approaches.Few studies have focused on young online music students at beginner and intermediate levels (e.g., Daugvilaite 2021; Dumlavwalla 2017; Pike and Shoemaker 2013, 2015). Within the limited available literature, evidence has shown that complete beginners have considerable difficulty engaging in online lessons due to the absence of physical interaction and the teacher's inability to develop a rapport with students (Dumlavwalla 2017; Duffy and Healey 2017). For example, as a study by Simones, Rodger, and Schroeder (2014, 728-729) demonstrated that younger students need more support than older students, and that 'piano teachers guided and supported learners in a Pre-grade 1 and Grade 1 group through "touch"'. Moreover, Salvador et al. (2021, 206) concluded that 'beginners' lack of foundational knowledge [and] needs for nuanced sound reproduction prevented these participants from seeing the online experience as positively as others'. Therefore, further research is needed to understand how the young students learn online and make in-depth recommendations about the most effective teaching methods for younger music students.An embedded exploratory multiple-case study design (Yin 2018, 60-61) will be used to investigate these questions, because the primary purpose of this project is to explore contemporary educational issues in depth (Biggam 2018, 157). A multiple-case study design also facilitates the examination and comparison of multiple teacher practices within a larger study (Yin 2018, 52). This study will consist of three sequential data collection phases: 1. Pilot interviews; 2. Existing document analysis; 3. Interviews and observations.Prior to the first and second phases of data collection, this study will seek approval from the Royal College of Music (RCM) Ethics Committee. To collect data from social media, approval will additionally be sought from social media group moderators and those who contributed to the content creation (Thorgersen and Mars 2021, 230). For the third phase, as it involves participants under the age of 18, ethics approval from the Conservatoires UK (CUK) Ethics Committee as well as parental consent will be sought.This research will make important contributions to the fields of music education, online music pedagogy and music performance science by developing and expanding on previous research on online music teaching and learning, as well as gaining a deeper understanding of how students' socioeconomic status may impact online teaching and learning. The findings of the study will be published in peer-reviewed journals such as Music Education Research or the Journal of Music, Technology and Education. Moreover, this study will evaluate existing literature on teaching and learning and summarise the most effective teaching methods for online education.