Investigating Secondary School Music Teachers' Views about Online Music Lessons During the COVID-19 Pandemic

Oct 15, 2026

Uploaded by dabgoudw

The study examines secondary school music teachers’ views on online music lessons during the COVID-19 pandemic, aiming to generate guidance that can strengthen future distance-education implementation. Using the general screening model, it collected data from 24 music teachers in Kastamonu’s central district through an interview form delivered by email and analyzed the responses via qualitative content analysis and theme tables. Most teachers judged distance education unsuitable for music lessons and reported limited prior experience, difficulties using instruments online, and synchronization problems across music activities, alongside internet, student motivation, inefficiency, digital fatigue, and exposure-risk concerns.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages19

Reading Time48 min

AccessFree to download

Introduction

Background on education systems and distance education

Technology and communication changes in education

Societal development and access challenges

Distance education as a technological solution

Investigating Secondary School Music Teachers' Views about Online Music Lessons During the COVID-19 Pandemic Sıtkı AKARSU1 Kastamonu University Abstract In education systems, learning/teaching activities designed based on a specific curriculum for a specific age group are carried out following a work schedule. As long as conditions permit, the work schedule continues without interruption. However, crises such as pandemics disrupt this schedule and lead to problems in the planning and timely-execution of educational processes. The present study aimed to investigate secondary school music teachers' views about online music lessons during the COVID-19 pandemic and to offer outputs that will contribute to the implementation of distance education activities, which are expected to be more widespread in the future. The study employed the general screening model. The study group comprised 24 music teachers working in the central district of Kastamonu, a city in the north-west of Turkey. An interview form was developed to obtain the music teachers' views about the conduct of online lessons. Necessary permissions were obtained, and the interview form was distributed to the participants via e-mail. The data obtained from the interview forms were tried to be interpreted within theme tables by taking the opinions of the experts. The study employed the content analysis method, one of the qualitative data analysis methods. The study found that the majority of secondary school music teachers thought that distance education was not suitable for music lessons. It was also determined that most of the participants had no prior experience with distance education, had difficulty using instruments in online lessons, and had synchronization problems in all music activities. Furthermore, internet connection problems, low motivation on the student side, the inefficiency of online lessons, digital fatigue, and the risk of children being exposed to harmful content on the internet emerged as other problems encountered by the participants. Keywords: Covid-19, Music Lesson, Distance Education, Secondary School. DOI: 10.29329/epasr.2020.345.8 1Associate Prof. Dr., Faculty of Fine Arts and Design, Kastamonu University, Kastamonu, Turkey, ORCID: 0000-0002- 3028-1021 Correspondence: [sakarsu@kastamonu.edu.tr](sakarsu@kastamonu.edu.tr) Introduction Education can be defined as the process of equipping the individual with the behaviors and competencies needed by the environment in which he/she lives. This process is carried out between the individual and an organization with many participants. In addition to the competencies specified in curricula, learning outcomes that are not included can also turn into behaviors in the individual. The contribution of the behavior to the individual varies depending on its content. In addition, every moment of this process affects all developmental domains ofthe individual (Başar, 1994) . Each nation creates its own education system, and these education systems determine different learning outcomes for different learning areas. Undoubtedly, these learning outcomes should contribute to both the individual and the society the individual interacts with. Activities aimed at achieving these outcomes can be carried out face-to-face in the classroom, as well as outside the school under certain circumstances. Out-of-school learning, which is defined as "distance education,"actually caused some concerns among people. These concerns may be due to the fact that the distance education system has only recently started to be implemented widely (Odabaş, 2003) . Developments in technology and science, especially after the 1970s, affected all fields, including education. Without a doubt, the fastest and most obvious change occurred in the communication network. Postal services that took days or even months have been replaced by emails, which take only a few seconds to reach the recipient. This still ongoing development of

FAQs

What was the purpose of investigating secondary school music teachers’ views?

To examine teachers’ perspectives on online music lessons during the COVID-19 pandemic and to provide outputs that support the implementation of distance education in the future.

How was the data collected and analyzed?

An interview form was developed, permissions were obtained, and it was distributed to 24 teachers via email. The data were analyzed using qualitative content analysis and interpreted through theme tables.

What major problems did teachers report with online music lessons?

Teachers commonly reported that distance education was unsuitable for music lessons, with difficulties using instruments online, synchronization problems across music activities, and issues related to internet access, low student motivation, low lesson efficiency, digital fatigue, and risks of harmful online content for children.

Oct 15, 2026

Uploaded by dabgoudw