Teaching music online requires a focused approach when moving from its face-to-face counterpart to the online environment. However, online teaching frameworks for music have yet to surface. Using key design elements from the fields of education, education technology, and music education, this paper addresses this limitation by identifying an innovative conceptual model for consideration. Critical elements considered include: teaching approach; ways of learning; online technology environment; and student skills and knowledge. Together, these elements provide the basis for a conceptual model as a means for supposition of process rather than a codified process.
Stored only when both papers are in the corpus — 35 citations exist upstream.
Imported from OpenAlex (CC0) — nothing here is generated.