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Music Student's Approach to the Forced Use of Remote Performance Assessments.

Laura Ritchie1, Benjamin T Sharpe2

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|May 3, 2021
PubMed
Summary
This summary is machine-generated.

Music students faced challenges with remote learning during UK Lockdown. Those submitting recorded performances showed higher self-efficacy and resilience, influencing preparation strategies.

Keywords:
COVID19assessmenthigher educationmusicresilienceself-efficacy

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Area of Science:

  • Music Education
  • Psychology of Music
  • Online Learning

Background:

  • The COVID-19 pandemic necessitated a rapid shift to remote teaching and learning in higher education.
  • Music conservatoires faced unique challenges in adapting performance-based assessments to online formats.

Purpose of the Study:

  • To investigate the impact of forced remote learning during Lockdown on music students' self-beliefs, decision-making, and performance assessment preparation.
  • To explore factors influencing students' choices between submitting self-recorded performances or deferring assessments.

Main Methods:

  • Online questionnaires were administered to music students at the University of Chichester Conservatoire.
  • Data collected included measures of self-efficacy, resilience, wellbeing, and free-text responses on decision-making rationale.
  • Qualitative coding of free-text responses identified patterns in preparation and decision processes.

Main Results:

  • Students who chose to submit recorded performances demonstrated more preparation strategies and reported higher self-efficacy.
  • Resilience was found to correlate positively with both self-efficacy and wellbeing under the specific assessment conditions.
  • Factors influencing deferral included online teaching adaptations, home rehearsal limitations, and recording challenges.

Conclusions:

  • The study highlights the varied impact of remote learning on music students' academic and personal wellbeing.
  • Findings suggest that higher self-efficacy and resilience are associated with successful adaptation to remote assessment methods.
  • Recommendations are provided for supporting students in future blended learning environments, emphasizing the need for adaptable assessment strategies and robust student support systems.