Review of synchronous online piano lessons based onteachers' opinions in fine arts high schools

The aim of this study is to examine how the implementation steps of simultaneous distance piano lessons in fine arts high schools should be based on the research community theory and technological pedagogical content knowledge model. The principles of the identified theories were intersected through a matrix created in the context of remote simultaneous piano education. Thus, the research questions to be directed to the field experts during the study process were obtained. The responses of the field experts who voluntarily participated in the study to the research questions were analyzed through the Nvivo14 package program. As a result of the analysis, the roles that the instructors should have in remote simultaneous piano lessons were given as sub- themes under the main themes. In line with the findings, it was seen that the zoom program was used most frequently in terms of sound and image quality in remote synchronous piano lessons, the demonstration method was used most frequently as the teaching method, and the instructors benefited from discussion groups and a motivating communication language in the learning process. The participants stated that the most decisive factor under the title of environment control was the camera angle, and they suggested listening to video recordings most frequently for technical problems that may occur in remote synchronous lessons. They also stated that the most striking limitation of remote synchronous piano education is the lack of physical contact. Suggestions were presented in line with these results.