2026 Theses Doctoral

Exploring the Role of Teacher-student-parent Relationships in Shaping Learning Outcomes During Remote Violin Instruction

Ku, Jennifer B.

The COVID-19 pandemic in 2020 prompted an unprecedented shift from in-person to remote private music instruction, transforming the communication, routines, and dynamics of relationships that shape children’s instrumental learning. Although extensive research has examined online learning in general education, little is known about how young student’s violin learning is supported or constrained by the relationships within the teacher-student-parent triad in a remote setting. The purpose of this study was to investigate how each dyadic relationship within teacher-student-parent relationship shaped communication, collaboration, student motivation and engagement, and student learning outcomes during remote applied violin lessons and how factors within students’ ecological systems influenced these dynamics.

Semi-structured interviews were conducted with nine participants (N=9): three students (ages 5-8 during the pandemic), three parents, and three violin teachers. Interview data were coded and analyzed through Brofenbrenner’s Ecological Systems Theory and the Suzuki Triangle framework to illustrate how learning was situated within the student’s microsystem and mesosystem during remote learning period. A cross-case thematic analysis revealed how each dyadic relationship contributed uniquely to students’ learning experiences.

The study found that strong teacher-student relationships anchored communication, promoted collaborative problem-solving, and supported students’ technical and musical growth despite the limitations of virtual instruction. Student–parent relationships reinforced practice routines, emotional safety, and reflective dialogue at home, helping students remain motivated and resilient. Teacher–parent relationships acted as essential mesosystemic links, aligning expectations across settings and ensuring instructional continuity when physical modeling and in-person adjustments were unavailable. Across triads, differences in student temperament and family context produced distinct relational patterns—parent-integrated, student-integrated, and teacher-integrated triads—which shaped how each child experienced remote learning.