Contributions to Music Education - Contributions to Music Education Vol. 48 (2023) - Preservice Music Teachers’ Perceptions of Online Peer-Assisted Learning

Oct 15, 2026

The study examines preservice music teachers’ motivation, social-emotional skills, and perceptions of classroom climate during an online peer-assisted learning (PAL) experience. Using a primarily quantitative design, it analyzes survey questionnaire measures and follows with interviews from a subset of participants to contextualize the results. Findings show moderately strong positive correlations between mastery approach orientations and self-regulation, course structure, and clarity, while interview data highlight group interactions, peer feedback, connectedness, and structure. The authors note the small, exploratory sample and call for further research.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages25

Reading Time1 h 3 min

AccessFree to download

Preservice Music Teachers’ Perceptions of Online Peer-Assisted Learning

Study purpose and design

Social-Emotional Learning

Online Classroom Climate

Peer-assisted learning (PAL) background

Contributions to Music Education Vol. 48 (2023), pp. 121-145. Christina Herman Indiana University Preservice Music Teachers’ Perceptions of Online Peer-Assisted Learning The purpose of this study was to examine preservice music teachers’ motivation, social emotional skills, and perceptions of classroom climate during an online peer-assisted learning (PAL) experience . Participants (n = 27) included students in an introductory music education course who completed a teaching practicum using an online peer teaching format . The design of this study is primarily quantitative; however, follow up participant interviews (n = 4) were conducted to help further contextualize survey results . Quantitative data were collected via questionnaire measures (Coryn et al . , 2009; Elliot & Murayama, 2008; Kaufmann et al . , 2016; Kaufmann & Vallade, 2020) and follow-up interviews were conducted with four participants . Data revealed several moderately strong positive correlations between mastery approach orientations and self-regulation, course structure, and course clarity, indicating that participants’ experiences were likely influenced by their individual motivation orientation, social-emotional learning skills, and perceptions of online classroom climate . Interview data provided further context for these findings by revealing participants’ individual experiences with group interactions, peer feedback, student connectedness, and course structure . It is important to note that, given the small sample size and exploratory nature of this study, further research on this topic is needed before any interpretations can be strongly relied upon . Keywords: online collaboration, peer learning, preservice music teachers Growing health and safety concerns related to the spread of COVID-19 in a global pandemic necessitated a shift from face-to-face instructional settings to online classroom environments in the 2020-2021 school year. However, researchers have previously found that online classrooms may foster feelings of social isolation, lead to concerns with maintenance and sustainability, and can lack the immediate feedback and non-verbal communication present in face-to-face teaching (Hayward, 2004; Keppell et al., 2011) . Researchers have identified collaborative learning strategies as a potential tool for mitigating these feelings of isolation and frustration that arise due to online instruction (Altinay, 2017; Biasutti, 2011; Ray- Contributions to Music Education mond et al., 2016; Shawcross, 2019; Thorpe, 2002) . Additionally, collaborative learning practices have been identified as an effective instructional strategy in a variety of music learning contexts (e.g., Alexander & Dorow, 1983; Duran et al., 2020; Johnson, 2013) . One collaborative learning approach that has been investigated in music education contexts is peer-assisted learning (PAL), which is defined as “the acquisition of knowledge and skill through active helping and supporting among status equals or matched companions”(Topping, 2005, p. 631). PAL arrangements have been evaluated in the context of diverse demographic contexts, K-12 and higher education settings, subject areas such as math, reading, and medical education, and students with special needs (Cohen et al., 1982; Ginsburg-Block et al., 2006; Li et al., 2020; McMaster et al., 2006; Robinson et al., 2005; Rohrbeck et al., 2003; Roscoe & Chi, 2007). Additionally, researchers investigating music learning contexts have found that PAL approaches can be beneficial for students’ academic and social achievement (Alexander & Dorow, 1983; Darrow et al., 2005; Duran et al., 2020; Goodrich, 2007; Jellison et al. 2015, 2017; Johnson, 2017; VanWeelden et al., 2017). Collectively, meta trends that have emerged from these bodies of literature highlight both social and academic achievement gains, demonstrating the ability for PAL to be used effectively in a wide range of educational contexts. Specifically, this

FAQs

What does the study investigate about preservice music teachers in online PAL?

It examines preservice music teachers’ motivation, social-emotional skills, and perceptions of online classroom climate during an online peer-assisted learning experience.

How was the research designed and what data were collected?

The design is primarily quantitative, using questionnaire measures. Follow-up interviews were also conducted with four participants to contextualize survey findings.

What relationship did the data show between mastery orientations and learning-related factors?

The results reveal moderately strong positive correlations between mastery approach orientations and self-regulation, course structure, and course clarity.

Oct 15, 2026

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