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A survey questionnaire collected data from teachers of Music Preparatory, Music Theory, and Solfeggio. Results from Friedman and Kruskal-Wallis tests show generally smooth use of most ICT tools, strongest confidence with videoconferencing, and limited use of music creation and Orff-instrument activities, while evaluation relied mainly on oral consolidation, testing, and student-produced recordings.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/distance-learning-and-teaching-in-group-settings-at-primary-music-schools-in-slovenia/598483/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/distance-learning-and-teaching-in-group-settings-at-primary-music-schools-in-slovenia/598483.png","ImageObject",300,407,{"name":92,"@type":93},"A glass of water","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the main goal of the research?","Question",{"text":112,"@type":113},"To determine music teachers’ self-assessment of ICT competences and how they used teaching methods, strategies, techniques, and assessment methods during distance learning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which teachers were included in the sample?",{"text":117,"@type":113},"Teachers of group subjects—Music Preparatory, Music Theory, and Solfeggio—at public primary music schools in Slovenia.",{"name":119,"@type":110,"acceptedAnswer":120},"Which ICT tools did teachers feel most and least confident using?",{"text":121,"@type":113},"They were most confident with videoconferencing tools and least confident when recording explanatory videos without oral explanation.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598483,1792191658,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":26},962090760832,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Received: 2 August 2023, Accepted: 30 November 2023,  \nPublished on-line as Recently Accepted Paper: 31 January 2024  \nDOI: [https://doi.org/10.26529/cepsj.1716](https://doi.org/10.26529/cepsj.1716)  \nDistance Learning and Teaching in Group Settings at Primary Music Schools in Slovenia  \nJerneja Žnidaršič*1 and Matic Trčko2  \n• During the Covid-19 pandemic, all stakeholders in education, including music teachers, had to respond to new challenges, including the adjustment of the learning process to the requirements of distance learning and teaching. The main goal ofthe present research was to determine music teachers’ self-assessment of ICT competences and their use of teaching methods, strategies, techniques and assessment methods. A survey questionnaire was designed and the collected data were processed using the Friedman test and the Kruskal-Wallis test. The sample consisted of teachers of subjects that are taught in groups (i.e., Music Preparatory, Music Theory and Solfeggio) at public primary music schools in Slovenia. The participants reported no problems using most ICT tools and resources during the pandemic. In general, they were most confident with videoconferencing tools and least confident when recording explanatory videos unaccompanied by oral explanation. In the planning and implementation of the teaching process, they least frequently used activities of music creation and playing Orff instruments. More specifically, lessons in Music Preparatory most frequently included listening activities, while classes in Music Theory and Solfeggio focused on the transmission of theoretical musical and formal knowledge. Overall, the teachers mainly resorted to synchronous and frontal instruction. In terms of evaluation and assessment of musical abilities, skills and knowledge, they most frequently employed oral consolidation, testing and assessment, as well as student-produced recordings of rhythmic and melodic exercises.  \nKeywords: distance learning and teaching, music schools, information and communication technology (ICT), music activities, teaching and learning methods  \n1 *Corresponding Author. Faculty of Education, University of Maribor, Slovenia;  \njerneja.znidarsic@um.si.  \n2 High School of Marketing and Design, Department of Adult Education, Maribor, Slovenia.  \n168 distance learning and teaching in group settings at primary music schools in slovenia  \nUčenje in poučevanje na daljavo pri skupinskihpredmetih v slovenskih glasbenih šolah  \nJerneja Žnidaršič in Matic Trčko  \n• Med epidemijo covida-19 so se morali vsi deležniki v izobraževanju, med njimi tudi učitelji glasbe, odzvati na izziv, ki je zahteval prilagoditevučnega procesa in izvajanje pouka na daljavo. Glavni namen raziskave je bil ugotoviti samoocene učiteljev glasbe glede IKT-kompetenc ter njihove uporabe metod poučevanja, strategij, tehnik in metod ocenjevanja. Oblikovan je bil vprašalnik, zbrani podatki pa so bili obdelani z uporabo Friedmanovega in Kruskal-Wallisovega testa. Vzorec je vključeval učitelje, ki poučujejo skupinske predmete (glasbena pripravnica, glasbenateorija in solfeggio) na javnih glasbenih šolah v Sloveniji. Udeleženciniso poročali o težavah pri uporabi večine orodij in virov IKT med pandemijo. Na splošno so bili najbolj samozavestni pri uporabi orodij za videokonference in najmanj pri izdelavi videoposnetkov brez razlage. Prinačrtovanju in izvajanju učnega procesa so v najmanjši meri uporabljali dejavnosti ustvarjanja glasbe in igranja na Orffova glasbila. Natančneje, učne ure glasbene pripravnice so najpogosteje vključevale dejavnost poslušanja, medtem ko so se pri nauku o glasbi in solfeggiu osredinjalina prenos teoretičnega glasbenega in formalnega znanja. Na splošno so se učitelji večinoma zanašali na sinhrono in frontalno poučevanje. Privrednotenju glasbenih sposobnosti, spretnosti in znanja so najpogosteje uporabljali ustno utrjevanje, preverjanje in ocenjevanje ter posnetkeučencev (ritmično-melodične vaje) .  \nKljučne besede: uč","cbCaidXyeRjZucNv","https://ap.wps.com/l/cbCaidXyeRjZucNv","pdf",282164,24,"English","# Introduction\n## Research aim and focus on ICT competences\n## Methods: survey and statistical tests\n## Findings on ICT tool use and teaching strategies\n## Findings on lesson activities and assessment practices","[{\"question\":\"What was the main goal of the research?\",\"answer\":\"To determine music teachers’ self-assessment of ICT competences and how they used teaching methods, strategies, techniques, and assessment methods during distance learning.\"},{\"question\":\"Which teachers were included in the sample?\",\"answer\":\"Teachers of group subjects—Music Preparatory, Music Theory, and Solfeggio—at public primary music schools in Slovenia.\"},{\"question\":\"Which ICT tools did teachers feel most and least confident using?\",\"answer\":\"They were most confident with videoconferencing tools and least confident when recording explanatory videos without oral explanation.\"}]","Distance Learning and Teaching in Group Settings at Primary Music Schools in Slovenia | PDF",1792087016]