Piano students' perspectives and experiences with remote piano instruction

Abstract

This qualitative phenomenological study explored student perspectives and experiences with remote piano instruction during COVID-19. Ten participating students responded to 13 original, vetted questions via phone/video conferencing or Google form, an online application for uploading responses to questions. The findings indicated that the students believed they benefitted from continuing their piano instruction via remote piano instruction. Research findings also revealed the students had to manage and cope with audio/video technological interruptions and socio-emotional issues associated with remote piano instruction. The research findings further indicated the students' use of their preferred virtual communication application to interact, see, hear, and maintain their established teacher/student relationship helped offset the problems associated with remote piano instruction. All ten students felt that they have continued to progress with their piano performance and music reading skills via remote piano instruction. The findings would benefit and encourage piano instructors, researchers, and technology developers to conduct more research, both qualitative and quantitative, to determine the best measures for improving students' and teachers' experiences with remote piano instruction.