Adults’ engagement in music learning during and after online coaching

Abstract

This article sheds light on adult engagement in a learning activity during and after online coaching on piano, guitar, or songwriting. Data was collected from the participants using thematic semi-structured interviews and experience sampling. To investigate the extent to which adult learners are involved in learning during and after online music coaching, we analysed the visibility of four components of engagement – namely behavioural, cognitive, affective and social. During the coaching, flexibility, a regular and repetitive course structure and the learning community positively influenced engagement. However, only a few participants continued their active music-making after the coaching period ended. A lack of time and goals were potential explanations for non-continuance, whereas participation in a music-related community beyond the coaching was recognised as a potential factor in continuing to make music when it stopped.