This article investigates selected processes of self-regulated learning (SRL) in online string instrument lessons. We explore: (i) the factors that motivate teachers and students to commence and maintain online teaching and learning, (ii) the synchronous and asynchronous social interactions that occur between teachers, students and peers and (iii) the structuring of the online/physical learning environment. The participants were five international string teachers and six students, voluntarily teaching and learning online in a non-formal educational context. Data sources include lesson observations, semi-structured interviews and questionnaires. A theoretical’ thematic analysis method was used to analyse the data. The findings indicate that the possibility of online lessons overcoming geographical barriers led to the involvement of teachers and students, and persistence came with the realisation of student performance progress. Teachers attempted to overcome the impracticability of technique-related physical manipulation by stimulating students’ mental imagery. They also reported the importance of exploring interactions through social media platforms to encourage students to seek help. To account for lessons taking place at students’ homes, teachers reinforced the importance of providing instructions to promote environmental structuring. Finally, despite the physical distance, teachers affirmed that they established bonds of affection with students.

中文翻译：

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在线弦乐器课程中的自我调节：动机、社交互动和学习环境

本文研究了在线弦乐器课程中自我调节学习 (SRL) 的选定过程。我们探讨：（i）激励教师和学生开始和维持在线教学的因素，（ii）教师、学生和同伴之间发生的同步和异步社交互动，以及（iii）在线/物理的结构学习环境。参与者包括五名国际弦乐教师和六名学生，他们在非正规教育环境中自愿在线教学和学习。数据来源包括课堂观察、半结构化访谈和问卷。采用理论主题分析方法来分析数据。研究结果表明，在线课程克服地理障碍的可能性导致了教师和学生的参与，而坚持则伴随着学生成绩进步的实现。教师试图通过刺激学生的心理想象来克服与技术相关的物理操作的不切实际。他们还报告了通过社交媒体平台探索互动以鼓励学生寻求帮助的重要性。为了考虑到在学生家里进行的课程，教师强调了提供指导以促进环境构建的重要性。最后，尽管存在物理距离，但老师们确认他们与学生建立了感情纽带。