Can an online tool support contemporary independent music teaching and learning?

Abstract

The body of research examining deliberate practice and self-regulation in musical instruction has grown extensively over the past several decades, while at the same time many practices in the independent music studio remain unchanged and/or under-researched. Compelling evidence indicates that students with high levels of self-regulation experience deep fulfilment as musicians. But in order to develop these self-regulatory behaviours, students need guidance as they learn to set goals and monitor, and reflect on, their progress. The research reported here describes how a web-based electronic portfolio, called iSCORE, served to enhance the experiences of students and teachers and to help students become more self-regulated. The results demonstrated that the tool supported learning by helping students articulate their goals more clearly and by making it easier to receive guidance from their teachers between lessons.