Self-Determination Theory for Motivation in Distance Music Education

Abstract

Many researchers have discussed the feasibility of teaching and learning practical skills, such as playing a musical instrument, through distance education. One of the central issues considered in music education is that of motivation, leading educators to wonder how students might remain motivated when learning music at a distance. In this article, I use self-determination theory (SDT) as a lens for examining existing literature on distance music education to identify elements of learning environments that may contribute to, or detract from, the fulfillment of students’ psychological needs. I oriented my reading of the literature toward offering insights on the nature of motivation in online music education and providing educators with tools informed by SDT to maintain and nurture motivation when teaching music online.

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