Facilitating enriched learning experience in instrumental classical music practice in the century of digitalization

Digital tools have started to play an increasingly important role in higher education. Much of studying can be done in online environments, which means that blended learning has a growing importance in higher education. However, there are studies that are dependent on present being and bodily learning which for example, is the predominant way of learning in performing arts studies. Utilization of digital tools in individual instrumental classical music practice is the main concern of this research. In particular, this study is looking for an answer to the question, how do digital tools facilitate enriched learning experience in individual practices among the instrumentalists in the classical music department at Codarts, Rotterdam? In order to have an ‘umbrella’ term for the three concepts: engagement, ownership and in- depth learning, the enriched learning experience term was created. Questionnaires (n=74) and interviews were used to answer this question. It was found that digital tools are used by many students in their individual learning and practice, but the correlation analysis showed that they are not completely facilitating the enriched learning experience. However, there were some other significant findings. The advancement in studies impacts students’ engagement and owning a smartphone facilitates ownership and in depth- learning. Furthermore, being part of online study groups facilitates the study engagement and in- depth learning. In sum, I will demonstrate that students who own a smartphone, play a woodwind instrument, involve in online study groups, and are either on their last year of Bachelor’s or the first year of Master’s studies experience most likely the enriched learning experience.