To be connected: Supporting self-regulated learning in higher music education before and during the pandemic

Abstract

In online learning, students are expected to take on more responsibility for their education, while teachers are expected to support students' self-regulated learning (SRL) skills. In this research, we explore whether young musicians perceive a difference in the actions that their major music teacher (MMT) took to support their SRL skills before and during the pandemic, and investigate their view on how the MMT could further support their learning. The sample included 144 students of the Faculty of Music in Belgrade, who filled in the online inventory comprised of 24 questions - 17 parallel Likert-type items (referring to the MMT's actions supporting SRL skills, before and during the pandemic), and one question was a short letter to the MMT. Data were analysed using dependent t-test, ANOVA and reflexive thematic analysis. Students perceived that SRL skills were more encouraged before than during the pandemic. Additionally, our findings show that music students who did not have in-person and online communication, separately, with their MMTs perceived they had lower support to self-regulate their learning. The findings from qualitative analysis inform educational practice by pointing to specific teacher's actions that students perceive as important for their further development.

Keywords

• self-regulated learning
• covid-19
• teachers' support
• music teacher
• higher music education