TEACHING PRESENCE IN ONLINE MUSIC LESSONS

Abstract

Eight online music teachers were interviewed for this collective case study, investigating the processes that private online music instructors experienced when teaching music lessons online. This study utilized Garrison’s (2017) Teaching Presence within the Community of Inquiry as a framework. Interviews took place during the initial stage of the COVID-19 pandemic in North America, which became a sub-topic of the study. Theme One centered on Instructional Design and Organization whereby participants discussed the importance of building a communal learning relationship with their students. Theme Two addressed Facilitation and the importance of maintaining a collaborative balance between interest, engagement, and student learning. Theme Three highlighted the concept of Direct Instruction, by concentrating on the importance of setting up an appropriate environment for learning that remained focused on the organizational elements of collaborative balance. Theme Four encompassed the complete interaction of the Educational Experience between teacher and student.