Comparative effectiveness of synchronous and asynchronous formats in distance solfeggio

the digital transformation of the 21st century affects almost all spheres of human activity. The sphere of music education, in particular, solfeggio, is also affected by a number of transformation processes. A current phenomenon is the combination of asynchronous and synchronous formats of distance learning of this discipline. Each of the specified formats is characterized by a certain specificity of interaction between students and with the teacher. Asynchronous and synchronous forms are supported by different software and organize the learning process differently. In the first case, the student masters the course largely independently, occasionally communicating with the teacher and colleagues. In the second option, communication and interaction constantly accompany the student, and his work is assessed by the teacher in real time. It seems that the correct choice of the form of distance education is largely based on the personality traits of the student. It is also important which section of solfeggio is being studied at a particular moment in time, whether it can be mastered independently or whether the material should be studied under the careful supervision of a specialist. Thus, both models have advantages and disadvantages, but provided there is an understanding of the motivation and composition of the students, as well as a good orientation in the didactic material, a competent teacher is able to take the best from the two formats and significantly strengthen the educational program.

solfeggio, distance learning, synchronous format, asynchronous format, digital technologies, music education, educational motivation