Learning musical skills is often associated with face-to-face teaching. Few studies on
musical skill learning through asynchronous e-learning have been conducted; however,
the demand for e-learning has increased due to multiform learning and individual
education paths, unrestricted by time and place. This demand is the basis of this
research. The focus of this study is Finnish classroom teacher students’ skill learning,
learning processes, and learning experiences, while studying music independently
through e-learning. The research method is an intensive case study with six students.
Their learning diaries were analysed using a data-driven content analysis.
Background factors were musical interest, skill, education, and attitude. During the
research, a hypothetical cyclical model of the skill-learning process was created. The
assumptions are: Knowledge of music theory improved singing and playing skills. Elearning
supported the pedagogical readiness for teaching music. Joy of learning,
positive experiences and impacting the learning of oneself reinforced the students’ selfesteem,
belief in their abilities and excitement for lifelong learning. The knowledge
gained can be applied for developing similar study modules, recognising processes
guiding skill learning, creating strategies for guiding learning, and for developing
methods for skill creating.
Keywords: Classroom teacher education, e-learning, music education, self-regulation,