Abstract
ABSTRACT The paper compares the effectiveness of the online and blended learning of music during COVID-19. The study involved 140 students from Nanjing Xiaozhuang University in China. The research design: a pre-test and post-test experiment with a control group. The following research findings were obtained: the combination of face-to-face and online learning resulted in significant increases in PK (from 205.72 to 303.40), TPK (from 258.75 to 271.50), PCK (from 271.00 to 295.00) and TPCK (from 261.00 to 293.00) among students in TPACK test, which was significant (p < 0.05). The experimental group's scores on the Piano Lesson Achievement Test were higher (293.00) than those of the control group (174.00), which was considered statistically significant (z = 2.67). The research suggests that personalized blended learning to play the piano is more effective than conventional online learning. The results can provide fundamental insights when designing and implementing online or blended piano courses. For example, a piano video tutorial can be created and applied in terms of personalized online instruction. Further on, it is important to explore alternative methods in online music learning (learning through apps, videos, etc.), to study their effectiveness in music education, to identify the advantages and disadvantages of each method.
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