Digital Innovations for Distance Music Education: The IMSV Project and the Application of Jamulus Software / Inovații digitale pentru educația muzicală la distanță: proiectul IMSV și aplicarea software-ului Jamulus

본 연구는 온라인 음악교육의 기초 연구로서 해외 온라인 관련 음악교육의 연구 동향 고찰을 목적으로 한다. 국제 전문 학술지에 수록된 온라인 음악교육 관련 연구 75편을 연도와 국가, 연구 주제 및 대상, 연구 방법의 범주에서 분석한 결과는 다음과 같았다. 첫째, 2000년대 이후 출간된 온라인 관련 음악교육 연구는 2000년대 10.7%, 2010년대 41.3%로 증가하였으며, 2020년대에는 2020년부터 2022년의 3년간임에도 불구하고 48.0%를 차지하는 급격한 증가를 보였다. 둘째, 온라인 관련 음악교육 연구가 가장 활발하게 이루어지는 나라는 미국으로 전체 연구의 29.3%를 차지하였으며, 다음으로 영국과 다국적 연구가 각각 9.3%를 차지하였다. 셋째, 가장 많이 연구된 주제는 온라인 교수·학습 방법으로 41.3%를 차지하였으며, 다음으로 온라인 교육에 대한 인식 및 경험이 29.3%로 나타났다. 이외에도 온라인 음악교육에서 미디어와 기술 측면을 고찰한 연구와 교사교육 연구도 수행되었다. 넷째, 연구 대상은 두 가지 이상의 연구 대상이 참여한 복합 대상의 비중이 28.0%로 가장 높았으며, 다음으로 교사가 25.3%로 나타났다. 다섯째, 연구 방법은 질적 연구가 54.7%로 과반수를 차지하였고, 다음으로 양적, 질적 자료를 모두 활용한 혼합 연구가 24.0%로 나타났다.This pilot study aims to examine international research trends in online music education. The following categories of online music education studies published in professional journals were analyzed: year of publication, author's country, research topic, subject, and research method. The results were as follows: first, a total of 75 studies on online music education published showed a steady increase of 10.7% in the 2000's and 41.3% in the 2010's, followed by a rapid increase during the 2020's. Papers published from 2020-2022 accounted for a high proportion, 48%, of the total articles. Second, research on online music education is most active in the United States, accounting for 29.3% of the total research. Next, British and multinational studies accounted for 9.3% each. Third, the most frequently examined topic was teaching and learning methods, 41.3%, followed by perceptions and experience of online education, 29.3%. Studies on media and technology also accounted for 16%, and research on teacher education accounted for 13.3%.ﾠA variety of subjects, such as students, teachers, professional musicians, and adults of various ages and vocations, participated in the studies and the results showed that a combination among the groups was the highest (28%), followed by teachers at 25.3%. Fifth, qualitative research accounted for the majority, 54.7%, followed by mixed method, 24%.

Relying on the rapid development of information technology has prompted dramatic changes in the way students are educated and learn, Internet technology is entering a phase of rapid development. Internet technology entered a stage of rapid development, and the development of music education began to move toward Online education penetrates into various subject areas, but online music education has been developed for quite some time, a long time in the state of lukewarm, the domestic attention to offline guidance is much higher than online education, and offline education at the same time to launch a closed education, and online music education Drawing the line, music education institutions are clearly created offline professional guidance, such development in the face of the difficulties that may face will be struggling, flexibility resistance, reply cycle is long, will be a heavy blow, the factors are diverse, part of the disadvantages of online music education to limit the progress of music education on the Internet, the other part is the utilitarian bias in music education, limiting the role of the guardianship of the right and innovation. The other part is the utilitarian bias of music education, limiting the role of innovation, one-sided development of all aspects of the direction of the musical talent, but can not be ignored is the advantages of online music education to make subtle changes with its disadvantages. In this paper, we mainly use offline research, offline interviews, on-site observation, literature research, and writing "Wuhan Business School University Students' Entrepreneurship Training Program Offline Music Agency Research Report" as the important research results and research related content.

With the growing trend of online music education, how can educational development be more personalized to meet the individual instructor's pedagogical and technological needs? Coaching provides a means to empower online music education instructors to guide their own learning through purposeful and intentional conversations. From a review of the literature, the purpose of this chapter is to examine how and why coaching can be used in fostering robust educational and professional development practices for online music education. Forms of coaching along with elements of a successful coaching program are shared in support of online music education. The chapter concludes with four recommendations to guide coaching practice in support of personalizing learning for instructors and directions for future research.

With the growing trend of online music education, how can educational development be more personalized to meet the individual instructor's pedagogical and technological needs? Coaching provides a means to empower online music education instructors to guide their own learning through purposeful and intentional conversations. From a review of the literature, the purpose of this chapter is to examine how and why coaching can be used in fostering robust educational and professional development practices for online music education. Forms of coaching along with elements of a successful coaching program are shared in support of online music education. The chapter concludes with four recommendations to guide coaching practice in support of personalizing learning for instructors and directions for future research.

Online music education is one of the important contents of college education. However, the traditional education mode is too old to cultivate students' innovative consciousness and music practice ability. With the development of Internet technology, great changes have taken place in various fields, and the curriculum system and the mode of music education in colleges and universities have also been affected. Based on the background of “Internet”, this paper constructs the classroom platform of online music education in colleges and universities, and puts forward clear provisions on education contents, teaching methods and teacher training. The research proves that the designed platform can effectively improve the quality of classroom teaching, provide high ability compound talents for the society, and has a very good application prospect.

Background: The rapid transition to online education has created significant challenges in supporting students' emotional well-being, particularly for music education students who require emotional expression and collaborative engagement difficult to replicate in digital environments. Current one-size-fits-all interventions fail to address individual differences in emotional states and learning preferences.Purpose: This study investigates the effectiveness of a personalized meditation music recommendation system based on real-time emotion assessment in online music education, examining its impact on university students' self-regulation capabilities and emotional well-being.Methods: A mixed-methods quasi-experimental design was employed with 72 undergraduate music majors over 8 weeks. Participants were randomly assigned to experimental (n=36) and control (n=36) groups. The experimental group received personalized music recommendations through a three-layer mapping system based on daily PANAS-SF assessments, while the control group accessed fixed meditation playlists.Results: The experimental group demonstrated significant improvements in emotion regulation (t=4.23, p<0.001), with self-regulation scores increasing from M=3.42 to M=4.56 (d=1.38). Qualitative analysis revealed themes of emotional validation, enhanced autonomy, and meta-cognitive awareness. 85% of participants reported improved learning focus, with voluntary engagement exceeding minimum requirements by 93%.Conclusion: Personalized meditation music recommendations based on emotion assessment effectively enhance self-regulation and emotional well-being in online music education contexts, offering an accessible, low-cost solution for institutional implementation.

In the era of the 4G network, the scale and pattern of online music education have been formed, and its necessity and educational achievements have emerged. The 5G network era is coming, and online music education is once again facing new challenges, and it is imperative to make necessary changes. This paper, by expounding on the changes brought about by the 5G network era, combined with the characteristics of online music education in colleges and universities, will summarize and analyze the current work status and problems faced. Improve the level of work and make online music education reach a new height.

In order to solve the challenges brought by multi-source and cross-domain scenarios to online music education, this paper designs an online music education system based on advanced artificial intelligence technology, which can provide personalized learning course resource recommendations for music online learners. The system includes four layers, consisting of user interface layer, application module layer, function module layer and data storage layer. At the application module level, this paper proposes a music recommendation algorithm based on a personalized multimodal network model. The recommendation algorithm performs music information retrieval (MIR) based on the similarity judgment of the contour of music pitch and the overall change, and constructs a multimodal network model based on the user’s preference for resources to achieve personalized music recommendation. This paper crawls more than one million music score data from a well-known music platform database in China to establish a dataset to evaluate the performance of this method. The comparison results with three existing works show that the method proposed in this paper has good performance and can provide users with suitable music recommendations. The artificial intelligence technology-driven online music education mechanism proposed in this paper has good prospects.

With the advent of the big data era, edge cloud computing has developed rapidly. In this era of popular digital music, various technologies have brought great convenience to online music education. But vast databases of digital music prevent educators from making specific-purpose choices. Music recommendation will be a potential development direction for online music education. In this paper, we propose a deep learning model based on multi-source information fusion for music recommendation under the scenario of edge-cloud computing. First, we use the music latent factor vector obtained by the Weighted Matrix Factorization (WMF) algorithm as the ground truth. Second, we build a neural network model to fuse multiple sources of music information, including music spectrum extracted from extra music information to predict the latent spatial features of music. Finally, we predict the user’s preference for music through the inner product of the user vector and the music vector for recommendation. Experimental results on public datasets and real music data collected by edge devices demonstrate the effectiveness of the proposed method in music recommendation.

This chapter describes issues related to teaching music education online and presents experiences with various types of online music education instruction in narratives provided by professors teaching music education online. It provides background on the development of the music education profession and its pedagogy at undergraduate and graduate levels, including a significant symposium on the future of music education with implications for online instruction. It describes the nature of music education studies at undergraduate and graduate levels and explains the signature pedagogies relevant to those levels. It reviews the state of the practice, including influential publications on undergraduate and graduate music education, and the status of online music education as reported in two national surveys and individual research reports. It features three professors who describe their online teaching experiences: master of music degree online, music education master’s programs and online Community Music Graduate Certificate, and virtual mentoring of preservice music teachers. Each professor offers suggestions for prospective online music education teachers, and the chapter concludes with some lessons drawn from the field.

The digital media music educator is a content creator and marketer using music theory and other music topics to create music education value in digital media. The content functions as a learning resource for users and as content marketing for educators to promote their music learning products, programs, and services. Content creators use music theory to become an authority and thought leader to grow their audience and ultimately scale their music education business. The high engagement potential of content marketing is a well-used strategy of digital entrepreneurs and emerging “musicpreneurs” (i.e., music educators who build scalable learning products and programs, versus music “freelancers”). This essay highlights the use of music theory in content marketing on the Instagram social media platform. Using four case studies, I explore “music theory influencing,” a significant sector of public music theory that uses micro-lessons in short-form video covering a wide variety of music theory topics. Through an examination of the basic digital entrepreneurship business model and online music education, I broaden the scope to consider the musicpreneur model as an alternative or supplemental career path for music educators.

Since the 1990s, computer technology has gradually developed and has been widely used in various fields of society. Vocal music education may be affected by computer technology. With the entry of computers into thousands of households, the number of people using network learning increases, and vocal music education also ushers in opportunities. With the continuous maturity of computer technology, the development of relevant education model, improve the efficiency and performance of education, cultivate more things. In vocal music education, the rational use of computer technology can integrate text, sound, animation and influence, in order to make students understand and master the abstract vocal music knowledge. The introduction of digital technology in phonetic education can make vocal music education more intuitive. The content of digital music education includes multimedia music education, digital music production and online music education. Students can receive education from all aspects, expand the field of education and improve artistic performance. With the continuous development of computer technology, it emerges as the times require under the new normal and is closely related to various fields of social construction. As one of the development forms of educational activities in the era of big data, computer technology has the advantages of advanced technology, rich resources, diversified forms and strong interactivity. Therefore, it can improve the comprehensive quality of education, and the development of relevant teaching modes is widely concerned in the field of education. Objectively, it creates convenient conditions for students’ comprehensive learning, independent development and in-depth exploration. With the development of computer technology, in order to improve the effect of college vocal music education, computer technology is widely used in various fields of society. It plays a role in promoting the development of various fields of society. At the same time, with the application of computer education technology in vocal music education, the teaching methods and teaching methods of vocal music education have also changed. In vocal music education, the discussion of computer technology has become an important reality to improve the quality and efficiency of vocal music education. This article, as the starting point and specific application of computer technology in vocal music education, explores the methods to improve the quality and efficiency of vocal music education, and studies and discusses the application characteristics and value of computer technology in vocal music education.

This study explores the application and development of Human-Computer Interaction (HCI) in online education, with a specific focus on online music learning. The research begins by summarizing the evolution of HCI concepts and technologies and analyzing trends in the global digital music industry. Data from 2010 to 2020 indicate that the industry experienced a decline followed by recovery, reaching a total revenue of USD 21.5 billion in 2020, a 7.7% year-on-year increase. This study explores the potential of human-computer interaction in strengthening music education by proposing a new online music application system based on human-computer interaction and evaluating existing software. A case study was conducted using the "Little Leaf Music Education" program as a practical example. Through a participatory action research approach, an HCI course evaluation scale was developed. Questionnaire surveys showed that 66.67% of the 12 students participated in group sessions, and among the four unregistered students, more than 60% attended classes. This indicates that teaching based on HCI has been widely and positively accepted. Further analysis revealed that under the HCI system, both the job submission rate and the pass rate reached 90%. In simulated exams, 75% of students achieved high scores. Moreover, both student and teacher satisfaction rates with HCI classes were recorded at 100%. These findings demonstrate that HCI significantly enriches interactive and hands-on music learning, effectively fostering students’ imagination and creativity. The results provide strong empirical and theoretical support for the future application and advancement of HCI technologies in broader online education contexts.

Many researchers have discussed the feasibility of teaching and learning practical skills, such as playing a musical instrument, through distance education. One of the central issues considered in music education is that of motivation, leading educators to wonder how students might remain motivated when learning music at a distance. In this article, I use self-determination theory (SDT) as a lens for examining existing literature on distance music education to identify elements of learning environments that may contribute to, or detract from, the fulfillment of students’ psychological needs. I oriented my reading of the literature toward offering insights on the nature of motivation in online music education and providing educators with tools informed by SDT to maintain and nurture motivation when teaching music online.

This article explores recent innovations in online music education, focusing on the impact of web-based technologies and artificial intelligence in enhancing collaborative teaching and learning. It presents the development of the MusiCoLab platform, which integrates tools for both asynchronous interaction and synchronous collaboration. The platform leverages web technologies and automatic retrieval of musical semantics to support music educators and learners in engaging with digital educational materials more effectively. Through a survey of instructor needs and platform evaluations, the study identifies key development priorities and highlights challenges such as latency, synchronization, and user experience. The findings emphasize the potential of web-based environments to transform music education by making learning more interactive, scalable, and semantically informed. The article also offers insights into recommended practices and future directions for collaborative online music lessons.