Factors determining satisfaction with online piano lessons for young beginner students

Abstract

The use of online teaching for music performance education has increased dramatically in recent years, especially among young (5- to 9-year-old) beginner students. This change of modality has potential implications for all aspects of the learning process, including the satisfaction of all involved. The purpose of this study was to determine the most significant factors that contribute to satisfaction with online piano lessons according to piano teachers (n = 104) and parents of children who had experienced online piano lessons (n = 45). Two surveys were designed for both groups, and multiple regression analyses were performed to identify those variables with the strongest relationships with satisfaction. Results suggested that the most significant factor contributing to satisfaction with online piano lessons, as perceived by teachers and parents, was student independence. The second most significant factor, according to the teachers, was parental involvement in online lessons, while their involvement was not significant according to parents’ ratings. The third highest ranked factor according to teachers was students’ skill acquisition, whereas for parents, student motivation was positively correlated with their satisfaction with online piano lessons. In addition, better internet connectivity and teacher confidence in using technology contributed to higher satisfaction levels.