However, studies criticised that research on understanding the effectiveness of online pedagogy for music learning is underdeveloped (e.g., Edward et al., 2018 Pike, 2017). Prior literature suggested that using digital technologies in blended or online learning such as wiki, simulation, social networking sites and social media tools could effectively support collaborative learning in various disciplines and grade levels (e.g., Chu et al., 2019 Ng, 2021 Ng & Chu, 2021b). However, during the pandemic, these collaborative music learning activities became impossible and educators need to design an online alternative mode of instruction. Such collaborative activities could encourage music learners to share co-constructed artistic ideas and knowledge in their learning groups, and to play out at individual and societal levels of training and performance such as rehearsals, recitals, solo performances, contests and concerts (Philippe et al., 2020). Recent studies on collaborative creative music making activities (Nielsen et al., 2018 Sangiorgio, 2015), improvised interaction to make music friends (Aucouturier & Canonne, 2017), and high-level performers in classical orchestras (Biasutti, 2013) has highlighted the social nature of collaboration, communication and companionship in music education. One reason is that music learning involves much social belonging, collaboration and affiliation (Philippe et al., 2020). The COVID-19 pandemic and the resulting imposition of social distancing had consequences in various subject disciplines (Ng & Chu, 2021a Ng et al., 2020 Ng et al., 2020), especially seriously affecting the instructional design of music lessons and the relationship between music teachers and students. Results provide a set of innovative pedagogical approaches to teach music in an online alternative mode during the difficult times. This article presents evidence of implementing the online flipped classroom approach to enhance students’ satisfaction and knowledge acquisition throughout Shubailan music making processes, and offers recommendations for online music educators.
We found that this strategy could effectively motivate students to learn music and improve their music knowledge in Shubailan. To gain more online face-to-face time for collaboration, flipping the online classroom is adopted in this study to engage students in lesson preparations via preassigned recorded videos and collaborative activities during face-to-face online lessons. In this study, a mixed research method was employed with the use of a learning satisfaction survey, teachers’ observations and semi-structured interviews. The opportunities can encourage students to learn music theories and instruments about Shubailan, and create a Shubailan piece through 6-lesson music learning. In this article, we explore the learning processes through learning Shubailan, a form of music folk-talk-singing, with a mobile instrument application called muyu in an online flipped classroom among 122 secondary school students in Hong Kong. However, not all subject disciplines could be easily transformed online, especially for those requiring much social interaction and creation processes. Educators began to design alternative ways to conduct some meaningful learning activities for their students. In K-12 schools, classes are forced to transform online due to the class suspension amid the COVID-19 pandemic.