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This study presents a thematic review of empirical research on online piano education published between 2019 and 2024, a period marked by the rapid digitalisation of music instruction due to technological advancement and the global COVID-19 pandemic. A total of 52 peer-reviewed journal articles, theses, and conference papers were systematically analysed using qualitative content analysis to identify recurring themes, challenges, and innovations in the field. Each study was classified into one or more of the following six themes: (1) Perceptions of online piano instruction, (2) instructional effectiveness and learning outcomes, (3) tools and technological solutions, (4) challenges related to technological infrastructure, (5) emergency remote teaching during COVID-19, and (6) pedagogical recommendations and future directions. Findings indicate that while online piano instruction has increased accessibility and fostered technological creativity in music pedagogy, issues such as limited student engagement, inadequate infrastructure, and pedagogical unpreparedness persist. The review highlights a growing emphasis on hybrid models, AI-enhanced feedback systems, and mobile learning platforms as promising solutions. This study offers an integrated synthesis that can inform future research, teacher training programmes, and curriculum development in the field of online piano education.
Hamza Serdar Turan (Fri,) studied this question.