Online piano lessons with young beginner students: a mixed-methods approach

Ivanova, D. (2026) Online piano lessons with young beginner students: a mixed-methods approach. Doctoral thesis, Royal College of Music.

Abstract

Online teaching in music performance education has experienced notable growth in recent years, driven by technological advancements, increased internet access, and a rising demand for flexible learning options. While some studies support the effectiveness of online lessons, others question their suitability. This project focused specifically on teaching and learning in the context of online piano lessons for children aged five to nine - a group often overlooked in existing research. The main aim was to explore the factors that contribute to both satisfaction and dissatisfaction with online piano lessons, as perceived by teachers, parents, and students. The study also examined which teaching practices were perceived as most effective for young beginners in an online setting and the primary reasons for offering online piano lessons in 2024. This research employed an explanatory mixed-methods design. The first phase of the project included a survey completed by 107 teachers and 45 parents. The quantitative questions were analysed using multiple regression analysis, as well as descriptive statistics methods, while the open-ended questions were analysed using content analysis. The second phase consisted of semi-structured interviews with nine teachers, five parents, and seven students. Thematic analysis was used to analyse the interviews. While the first phase focused on identifying the key factors influencing satisfaction, the second phase offered more in-depth explanations. The results indicated that children’s developmental readiness—expressed through their independence and ability to sustain focus—was strongly linked to satisfaction, with lower levels associated with dissatisfaction. Other factors included parental involvement, technological issues, teacher physical absence, and both student and teacher characteristics. Teachers and parents noted that younger beginners generally benefited less than older or more experienced students from online instruction. This study offers an original contribution by providing one of the first mixed-methods investigations in this area with young beginner students, with findings that can inform teacher training and curriculum design in digital instrumental instruction.

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