Conservatory and music schoolteachers’ experiences with videoconferencing software during and after the COVID-19 pandemic

Citation

Martínez-Hernández, A. (2022). Conservatory and music schoolteachers’ experiences with videoconferencing software during and after the COVID-19 pandemic. Distance Education, 43(3), 388-407. https://doi.org/10.1080/01587919.2022.2088475 
 

Abstract

With the abrupt onset of the global lockdown in spring 2020, teachers had to adjust their teaching mode by using videoconferencing platforms for several months. In the academic year 2020–2021, instruction shifted to a mode of blended learning where face-to-face lessons were prioritized, and remote learning was employed in specific contexts. This study examined the experiences of conservatory and music schoolteachers with videoconferencing software, their preferences, difficulties faced, and conclusions drawn after having taught online. A survey was sent to all conservatories and some music schools in Spain for data collection, eliciting 485 responses. As per the study’s findings, most participants preferred face-to-face lessons before and after the lockdown. Zoom, Skype, Google Meet, and WhatsApp were the most frequently used platforms, of which Zoom and Skype were correlated with better student performance and satisfaction. Video calls were generally combined with other asynchronous methods to enhance learning.

Authors

• Martinez-Hernández, Ana

Reference Type

Journal

Keywords

• COVID19
• Music education