Abstract
COVID-19 pandemic has resulted in an emergency transition to distance education in Turkey as well as other countries in the world; and as in all levels and fields of education, the distance education model has been widely used in undergraduate level music instrument education. This practice has brought certain issues that are required to be addressed to and problems to be solved in instrument education. The main purpose of this study was to determine the perspectives of the instructors regarding the undergraduate instrument lessons conducted with distance education during the pandemic. For this purpose, survey model was adopted with the participation of a total of 201 lecturers. The data was collected using a questionnaire composed of 26 items developed by the researchers. The results revealed that the majority of the instructors had no prior distance education experience, and that those who wanted to employ both synchronous and asynchronous methods together constituted up the majority of the instructors. It was also discovered that the most common issues were connected to internet infrastructure, instrument access, student motivation, and socialization. Furthermore, it is recognized that most of the time, remedies to these issues could not be provided. It was discovered that the majority of instructors thought distance instrument education was a disadvantage. However, when the shift in teachers' perspectives on distance education was evaluated before and after the pandemic, it was reported that positive attitudes toward distance education improved when compared to attitudes prior to the epidemic. Some suggestions were made to increase the quality of distance instrument education.
Highlights
The term distance education, the meaning of which has changed especially in the last decade due to the rapid developments in information and communication technologies, is associated with terms such as distance learning, e-learning, online learning
In the analyzes conducted on whether the faculty members participating in the study have distance education experience or not, it was observed that 85.1% of the instructors (171 participants) did not have any previous distance education experience, and a minority of 14.9% (30 participants) had previous distance education experience
When examining whether or not instructors received training related to distance education, it has been observed that 77.1% of the teaching staff participating in the study (155 participants) did not receive any training related to distance education, and a small proportion of them with 22.9% (46 participants) received training related to distance education
Summary
The term distance education, the meaning of which has changed especially in the last decade due to the rapid developments in information and communication technologies, is associated with terms such as distance learning, e-learning, online learning. In this respect, distance education is an umbrella term that defines the continuation of education and training with the help of information. Y. Yıldız et al / Journal of Pedagogical Research, 5(2), 184-206 and communication technologies independent of time and place, in which the teacher and learner are physically far from each other (Arkorful & Abaidoo, 2015; Eastmond, 2000b; Kentnor, 2015; Moller, 1998; Moore & Kearsley, 1996). The distance education is a model based on the transmitter (teacher), recipient (student), and information and communication technologies by which information exchange is provided
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