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DOI: https://doi.org/10.34069/AI/2022.53.05.4
How to Cite:
Shcherbak, I., Mykhaskova, M., Parfentieva, I., Ilinitska, N., & Oleksyuk, M. (2022). The impact of pandemic on the development
of distance learning technologies in the training of music teachers. Amazonia Investiga, 11(53), 34-44.
https://doi.org/10.34069/AI/2022.53.05.4
The impact of pandemic on the development of distance learning
technologies in the training of music teachers
ВПЛИВ ПАНДЕМІЇ НА РОЗВИТОК ТЕХНОЛОГІЙ ДИСТАНЦІЙНОГО
НАВЧАННЯ У ПРОФЕСІЙНІЙ ПІДГОТОВЦІ ВЧИТЕЛЯ МУЗИЧНОГО
МИСТЕЦТВА
Received: April 4, 2022 Accepted: June 4, 2022
Written by:
Ihor Shcherbak15
https://orcid.org/0000-0002-4649-6510
Maryna Mykhaskova16
https://orcid.org/0000-0003-1248-3903
Iryna Parfentieva17
https://orcid.org/0000-0001-6201-4916
Nataliia Ilinitska18
https://orcid.org/0000-0001-8659-7781
Miroslava Oleksyuk19
https://orcid.org/0000-0002-7506-7918
Abstract
During the Covid-19 pandemic, each of us
should be able to continue working, studying,
and living, although the disease imposes certain
restrictions because people have to maintain a
social distance and have many other limitations.
The main thing for the educational space is that
you have to minimize contact in all areas.
This article aims to substantiate the feasibility of
distance education and its technologies
scientifically. Furthermore, the relationship
between distance music education, modern
computer technology, and applications that are
now called know-how is revealed.
Research methodology. The research practice is
based on quantitative and qualitative analysis of
the information sources and the results obtained.
These collection methods are valid for secondary
and primary information. The survey method
became necessary in this context. Research data
was obtained through thematic analysis and
15
Ph. D. of Pedagogical, associate professor, Faculty of Pedagogy and Psychology, Department of Musical Art, Mykolaiv V. O.
Sukhomlynskiy National University, Ukraine.
16
Head of the Department of Musicology, Instrumental Training and Methods of Music Education. Doctor of pedagogical
sciences, Assistant Professor, Faculty of Humanities, Department of Musicology, Instrumental Training and Methods of Music
Education, Khmelnytskyi Humanitarian-Pedagogical Academy, Ukraine.
17
Candidate of Pedagogical Sciences, Associate Professor, Faculty of Pedagogy and Psychology, Department of Musical Arts, V.О.
Sukhomlynskyi National University of Mykolaiv, Ukraine.
18
Candidate of Pedagogical Sciences, Associate Professor, Faculty of Humanities, Department of Musicology, Instrumental Training
and Methods of Music Education, Khmelnytskyi Humanitarian-Pedagogical Academy, Ukraine.
19
Master, Teasher, Department of Musicology, Instrumental Training and Methods of Music Education, Faculty of Humanities,
Khmelnytskyi Humanitarian-Pedagogical Academy, Khmelnytskyi, Ukraine.
Shcherbak, I., Mykhaskova, M., Parfentieva, I., Ilinitska, N., Oleksyuk, M. / Volume 11 - Issue 53: 34-44 / May, 2022
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observations related to the research objectives of
the work. The research results of the survey were
used in the systematization and formation of
conclusions. The introduction of audio-visual
technology in the educational process contributes
to the improvement of motivation to learn in the
background of improved academic performance.
The importance of this study is determined by the
fact that it is not only concerned with the general
problem of the educational system in general but
pays special attention to music education in
particular. The study also deals with
technological innovation and all that goes along.
Another factor in the importance of the study is
that the methodological developments presented
in the research and the research problem are
relevant to workers in the field of music
education, which makes the promulgation of
successful teaching practices essential.
Keywords: Distance education, Music, Teacher,
Student, Convenience, Learning, Music lessons,
music instruments.
Introduction
Distance education is one of the ways people can
get educated without getting admitted into a
regular institution. The studies and everything
happen from a distance at home. These kinds of
services were usually availed by the people that
are already working to get educated or continue
their education. However, with the coming of the
global pandemic, this process got newfound
importance. This is today one of the preferred
modes of education to avoid classrooms full of
students sitting in close proximity. Ukraine is one
of the worst-hit countries of the pandemic and
with education organizations open, it may lead to
further waves of the pandemic arrive. According
to Grynyuk et al. (2020), distance education has
been selected as one of the most effective means
of education without interruption during the
pandemic. This decision has been taken by the
Ukrainian Ministry of education. Pupils and
Students alike all have to resort to distance
education for their degrees and qualifications.
The same is the case for the neighbouring
countries of Ukraine. It has become very hard
however for the students and the teachers
however to adapt to the new technologies of
distance learning (Nesteruk, 2021). This
inconvenience becomes more significant when
the music lessons are considered.
Music is something that requires lots of attention
to detail and many technical things to be
explained to the students such as hand
positioning and finger positioning. This calls for
the teacher correcting the students by placing
their hands in the correct way physically. This is
particularly true for the strung and the wind
instruments (Özer & Üstün, 2020). This is the
reason the distance teaching of the music lessons
have become more time taking and difficult. This
leads to the teachers not being able to teach as
effectively or as fast as they could teach. For the
students, they may face many difficulties in
learning the lessons effectively and not be able to
produce the results that they may find
satisfactory; this is very difficult to do with the
current teaching techniques (Wang & Zhong,
2021). Music has a motivating factor, this is to
say that as the students start to see the
improvement they get more motivated to play
their instruments and improve themselves. This
is of much importance as the students may lose
interest and consider it their personal lack of
ability to play the particular instrument while the
problem may be the lack of proper guidance. This
is especially the case with the students of music
that are learning to play the wind instruments as
breath control and the proper way to blow into
the instruments need personal face to face
attention that is not available or possible in the
distance learning method of education. In this
study, the nuances related to music education and
the difficulties faced by the teachers and the
students are going to be discussed. According
with the last, The purpose of the article is to
scientifically examine the purpose the viability of
the distance education and the things related to it.
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In order to find out if long distance learning of
music is a viable option in the present time with
the modern technology of hardware and software
as well as the modern technical know-how.
Literature Review
According to OuYang, (2020), the hardware and
the software have been developed for more
effective and systematic teaching and learning of
music. This is to say that the students are going
to be able to learn more effectively with the help
of graphics designed to teach the students the
proper techniques and positioning. This is going
to help the students to get an insight into the
proper way to do things. The teachers however
are going to face the challenge of a learning curve
and they are going to find themselves in need of
learning the proper ways to use the new graphic
designing software and techniques.
Figure 1. Learning through the aid of live assisted software
(Source: OuYang, 2020)
This software are immensely helpful for the
learning of music online. However, Blake, 2018,
discusses the other problems of online and
distance learning of instruments. Blake says that
the prejudice against people gaining degrees
online is still high and is oftentimes not regarded
as quality education. This being said, the
question has to be asked if the students that are
learning music from distance education are
actually inferior to the students that got face to
face guidance. In order to examine this
proposition the research done by Havrilova et al.
(2019) can be referred to. This study states the
problems that are faced by online learners. They
highlight the fact that the students do not develop
proper coordination among themselves playing
online in an orchestra or band. The quality of
music they hear is not adequate and the students
do not develop the skills that enable them to
judge by ear the various problems of playing
together such as tune, technical requirements.
However, they also state that the people are going
to get the advantage of the various software that
is being developed for the specific purpose of
online, distance learning of music, however, the
point of using supportive instruments still stands;
Not just musical instruments, today there are
many types of electronic and analogue
equipment that are used for a stage performance.
The students do not develop a proper
understanding of these things as they have no
access to these instruments at home. One reason
is that these instruments are very costly and are
large n size that is very hard to have at home for
the teachers and the students. According to
Pregowska et al. (2021), distance education is
one of the most viable means of learning in this
pandemic situation. This is one of the most
effective ways of learning without compromising
the health security of the country and the
community. Also, according to Prokopenko &
Berezhna, (2020), the limitation of the distance
education of music is going to become more
improved and solved over time since the need for
these has arrived even for the choir based music
lessons. According to Eren & Öztug, (2020), this
is to say that for so long the students were not
choosing the distance education of music hence
the need for improvements never arrived.
However, according to Bakhovet al. (2021), with
the need for distance education of music arriving,
it is more likely that the existing issues are going
to be solved.
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Table 1.
Measurements of professional competence.
Measurement
Components
Cognitive
Hand positioning Air Blowing techniques Body positioning Understanding of scale
Technical
Use of new technologies Understanding of the new music-related software
Integrative
Coordination Listening to the difference of sound by ear while playing in a group The understanding of joint use equipment
Contextual
The reading of stave notes The use of coordinated guidance for learning
Relationships
Understanding of the personal playing styles of each other Developing an understanding of the role of one another Development of non-verbal stage communication among musicians
Ethical
Cheating Using external help during lessons
Mental attitudes
Motivation Effort Selfishness
Source: Hilt, (2019).
According to Briot & Pachet, (2020), the deep
learning of music is possible. There are now
ways to access the effectiveness of learning.
Modern theories are being developed that
examines the use of the processes of assessment
that enable the teachers to evaluate their own
performance as well as that of the students in
order to make for an effective lesson. It has been
mentioned before that the need for such things
was not present during the earlier times as the
need for them did not arise at that time. However,
now these processes are going to make the
process of online music education much more
effective and at par with personal class lessons.
Figure 2. The assessment criteria of the distance teaching of music.
(Source: Briot & Pachet, 2020)
According to Li et al. (2019), the development of
the concept of online and distance education of
music are being developed. These are the
advanced teaching principles being adopted from
the offline classes with necessary changes to be
used in the distance learning setting. The
teaching methods are improving and so is the
quality of education. This is the way the
Ukrainian distance education environment is
going to develop and reach its potential.
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Figure 3. The concept of online learning of music.
(Source: Li et al. 2019)
According to Turchet et al. (2018), the use of the
internet has changed the environment of long-
distance learning and the existing hardware and
software may have limitations, but they are
useful for the teaching of the techniques of music
and other related things. It is only in the advanced
levels that problems start to arise. Otherwise, it is
a proven fact that music teaching can be
conducted effectively during the pandemic
through distance learning.
The Ukrainian perspective: According to
Chorna et al. (2018), the country of Ukraine is
one of the more developed regions of the world
and the people have access to good internet
connections as well as the necessary hardware
and software platforms that can be used for the
conduction of the online classes of music. This
makes it a suitable destination for the teachers to
work on implementing the advanced solutions of
distance education of music as the basics are
covered already. According to Kolbina &
Oleksenko, (2020) and Nagy, (2019), the digital
literacy of the People of Ukraine is also relatively
high that is going to aid the students to avail and
learn the lessons more effectively.
Methodology
For the purpose of this study, both qualitative as
well as quantitative methods have been taken into
consideration. This indicates that both primary
and secondary research has been taken into
consideration and the assessment has been done
on the basis of it. The secondary research has
been considered because a vast amount of
research has been already conducted by the
previous researchers. A considerable number of
them are also survey-based studies that yield the
data that has been used in the formation of this
study. The works of the most relevant and
authentic researchers have been analysed after a
detailed study of them. The clustering of these
studies has yielded the results for and against the
notion of using distance education for the
teaching of music. These effectively highlight the
major issues and the major advantages of
learning music from the online perspective
through distance education in Ukraine. The
solutions to the problems have also been gotten
and analyzed systematically in this study. Apart
from that, as a part of the primary research, the
survey of 51 people has been conducted of the
music teachers and students separately to
investigate in detail the current situation.
However, there are a set of specific criteria for
this study that has been conducted. These are as
follows:
• The assessment of the effectiveness of the
distance education on music lessons
• The assessment of the issues that arise
during the distance learning of music
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• The additional learning curve of the teachers
and students that arises for the situation
• The solutions and their effectiveness in
solving the problems and limitations that
arise
The evaluation criteria included in the
assessment includes the assessment of the factors
from the perspective of the teachers mainly and
their effects on the students that are at the
receiving end of the lessons. The other criteria
are the lessons themselves and the validity of the
techniques that are being developed today due to
the pandemic for the solution of the issues that
arise due to the inadequacy of distance learning
of music in Ukraine. Apart from that, the
solutions offered by the previous researchers
have also been condensed in this study to yield
the results on the basis of the trends and themes
observed during the review and evaluation
process. The processes are also going to be rated
and evaluated separately for their effectiveness
and relevance.
• 90 to 100 points can be termed as highly
effective
• 80 to 60 points are going to be termed
as effective
• 60 to 50 points are going to be termed
as moderately effective
• 50 to 40 points are going to be termed
as inadequate and needs improvement
• Below 40 points are going to be ruled
out as non-effective
These are going to effectively help the researcher
in evaluating the processes as well as the
solutions.
Results
The results have been yielded on the basis of a
few different things, mostly the observations
done from the secondary research. The results are
going to be displayed under this heading in the
form of charts. The survey has been done on the
basis of two survey questions:
Survey Questions:
1. Do you think that distance education of
music is effectively possible?
2. Is it possible for the limitation in distance
education of music can be solved to make it
at par with regular offline music classes?
These two survey Questions are going to be
asked to groups of 51 Music teachers that are
engaged in teaching music by the means of
distance education.
Table 2.
The results obtained by the survey of the 51 teachers on the basis of the 1st survey question.
“Given options”
“Total Participants”
“Response collected”
Percentage
“Strongly Agree”
51
16
31.00%
“Agree”
51
10
19.00%
“Neutral”
51
5
10.00%
“Disagree”
51
20
39.00%
“Strongly Disagree”
51
1
1.00%
Source: compiled by the author
It can be clearly seen that the number of people
that agree with the notion is 26 in total. 16 chose
to strongly agree while 10 chose to somewhat
agree. While the number of people that chose to
stay neutral is lesser in number indicating the fact
that the teachers themselves are highly divided
among them regarding the issue; The younger
ones chose to say that the use of IoT and
hardware/software in modern times can enable
the effective tutoring of music. While the more
traditionalists believe that music cannot be taught
like that.
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Figure 4. The statistical representation of the answers obtained from the 1st question
(Source: compiled by the author)
The graphical representation shows the
difference between the amount of response each
option has been able to collect and singularly
judging, the number of teachers that shoes to
disagree are the largest group. This proves that
there is a considerable number of people that
think that the students cannot be taught music
effectively online.
Table 3.
The results obtained by the survey of the 51 teachers on the basis of the 2nd survey question.
Given options
Total Participants
Response collected
Percentage
“Strongly Agree”
51
12
23%
“Agree”
51
16
32%
“Neutral”
51
18
35%
“Disagree”
51
3
6%
“Strongly Disagree”
51
2
4%
Source: compiled by the author
It can be observed here that the number of people
that agree in total is much higher than the people
that disagree in total. The people that strongly
agree are 12 and the people that somewhat agree
are 16. Bringing a total of 28 teachers that agree
that the modern use of technologies can bring the
distance teaching of music at par with the
traditional music classes; however, the number of
people that chose to stay neutral also forms a
group of sizable number. This proves that there
are music teachers that still do not trust the
technology and the technical know-how of
modern times completely. However, the number
of disagreements has reduced many times in this
question with only 5 people choosing to disagree.
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Figure 5. The statistical representation of the answers obtained from the 2nd question
(Source: compiled by the author)
The graphical representation shows the people
that chose to stay neutral is the largest group
amongst the surveyed teachers. This is a strong
indication that still a large number of teachers are
not comfortable or trust the modern
developments to agree with the notion. The
disagreement has however decreased
significantly, proving the fact that people at least
agree that it is possible for distance education in
music to someday in the future to reach the level
of proficiency of teaching and learning that
traditional music classes have achieved over the
centuries.
Issues:
The problem that has been found in the literature
review is that the evolution of distance education
comes with a significant learning curve for the
teachers. This problem remains unsolved. That is
to say that the solutions gotten for them are
marked at below 40 points and are ineffective.
The teachers need to learn the use of new
software and hardware platforms to be able to
teach effectively in distance education. The other
major issue was that of the development of
common musical coordination and musical sense
through online learning. The solution to this also
stays ineffective. More technologies need to be
developed for an effective solution to these
problems.
Theme 1: Impact of pandemic on the
development of distance learning of music
Teacher.
The Sustainable Education system has always
aimed to reduce the negative impact of Covid 19
pandemic. It actually helps in the identification
of educational institutions for the future
problems and the main sustainability of the
technological tools for the sustainability of
Music Teacher in the Ukraine. Music education
in schools of Ukraine has been facing a lot of
crisis as a result of Covid 19 pandemic with
singing, instrumental lessons and Extracurricular
Activities by the teacher and student. It has been
seen that more than 68% of primary school
teachers and more than 39% of secondary school
teachers reported a reduction in music provision
as a direct result of the pandemic. The Health and
wellbeing of both the children and the music
teacher has been affected due to the changes due
to not being able to supply the music (Kushnir et
al. 2021).
It has been seen that music is actually central for
the recovery which is needed and plays a vital
role in schools. It actually helps to create the
strong relationship between the student and
teacher, and it creates a variety of emotions that
they have explored during the pandemic. It has
also been said that in Ukraine 28% of secondary
schools have discontinued instrumental lessons
in person. The teacher has said that it is very
much vital that every child in Ukraine school can
access the quality of music education. The
teacher also said that the Ukraine government has
to make sustainable policy and leadership who
will actually encourage actively the music
teaching in schools, so that they can have a better
bond with teacher and student. The main effect
of the pandemic on Music Teachers is very bad
as they cannot interact with the student, side by
side they the student and teacher are having
psychological impact on themselves. The
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teacher of music in Ukraine has faced many
challenges because it is not easy to teach
elementary students for engaging music lessons
because they are missing the basics of music
education. It has been discussed the impact of
pandemic Covid 19 on music education in
schools more focused on schools of Ukraine.
The situation where Ukraine has already
accepted the Epidemic declaration, the main
concern is how the government will implement
the policy for teachers to start distance education
using different digital platforms (Poplavska et al.
2021).
The main challenges that came in the path of a
music teacher are how to teach the music through
digital media, the next issue is how to make the
rules and regulations regarding the classes that
will happen during online classes. The main
challenges that faced by the music teacher during
the pandemic in Ukraine is that stated:
Financial: This is the biggest challenge that is
faced by the Ukraine music Teacher. This
happens due to the effects of the pandemic, the
schools are not able to keep the teacher as they
are short listing the teacher for mitigating the loss
that happens to the school. The higher authorities
are either suspending the teacher for which the
teacher is facing the financial condition, or the
people who are kept in the schools are actually
not getting the salary they used to get for which
they are seeing the financial problem
(Ovcharenko et al. 2020).
Loss of Adaptation: The next challenge that
comes is the loss of adaptation because the
teacher and the student are not able to do
adaptation regarding the use of technology such
as digital media. The teacher has been not able to
properly meet the criteria of teaching the music
through social media. They are not flexible about
the teaching method and style of teaching the
student about the music. It has been that the
students also sometimes have problems in
adaptation as they understand the method of
learning new things. This actually creates a
chaotic situation among the teacher and student.
Figure 6. Impact of pandemic on Music Teacher
(Source: compiled by the author)
Lack of taking assessment or examination- As
music is one of the subjects where the assessment
and examination need to be done on the basis of
physical examination on theory paper. On the
other hand, due to Covid-19 pandemic there are
no physical classes. It has become very difficult
for the teacher to take either the physical exam or
the practical exam because of the difficulty of
playing the instrument due to the reason online.
Discussion
The impact of Covid-19 pandemic has created a
lot of problems in the life of the Musical teachers,
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many of them don't know about the use of the
new technology during the pandemic for the
taking of the classes for students. The schools in
the Ukraine cannot provide the proper training to
the teacher about the usage of technology. As it
was not possible for the teacher to produce the
proper training during the pandemic it was not
possible for giving training. The lack of training
is actually making the loss for the music (Miksza
et al. 2021). The Music Teacher is not able to
make the proper conversation and cannot apply
the method of teaching as there is no proper
flexibility within the teacher and student. There
are no creative strategies and good practices that
are not happening in this situation of pandemic
because for creativity in music the physical
appearance in the school with students is needed.
The music teachers are getting the bad effect of
Covid-19 they are getting affected by
psychological effects. Sometimes, they are not
getting the full salary because they are giving the
problem of Covid-19. The impact of the Covid -
19 getting the bad bonding with the teacher and
the student, they are not giving the correct
attention to the student as they are not able to give
perfect training to the student. If they are not
giving the perfect policy regarding the rules and
regulation of rules there will be no proper
training to schools student (Habe et al. 2021).
Conclusion
In conclusion, it can be said that the various
things relations between the teachers and the
students that could be done in a traditional music
class are missing in distance education. This is
mostly because previously the students did not
usually seek the option of distance education in
terms of the music. However, with the coming of
the recent and ongoing global pandemic, the need
for distance education has become a viable
option for music students. This is the reason the
shortcomings are being or are trying to be
overcome with the help of software and hardware
innovations as well as the technical know-how of
the people.
However as the survey results show, the music
teachers of Ukraine do not trust the various
different things. But contrastingly most of the
teachers were found to believe that the music
classes of distance education are one day going
to reach the level of the traditional classes. In this
research, the scope of discussion, however, has
not included the traditional Slavic music
instruments, the players of that are decreasing in
number, these traditional instruments come with
various limitations and problems of their own as
they are tried to be taught through the medium of
distance learning.
The conclusion can be drawn at the end of the
study that the tools and techniques that are
necessary for online distance learning have been
only started to be developed recently. The reason
is the recent pandemic and is going to take some
to mature as an entire ecosystem. Or it may not
develop at all as soon as the pandemic ends in the
near future. The developments may stay stagnant
after that.
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