The Future of Virtual Vocal Lessons as Customary Virtual Tutorial with the Students of Universiti Teknologi MARA

The Future of Virtual Vocal Lessons as Customary Virtual Tutorial with the Students of University Technology MARA

Haziq Sofian Bin Mohamad Johari ¹, Chaing Yi Ling ²*

¹Conservatoire of Music, University technologic MARA, Shah Alam, Malaysia

²Conservatoire of Music, University technologic MARA, Shah Alam, Malaysia

Corresponding author

DOI: https://dx.doi.org/10.47772/IJRISS.2025.90900097

Received: 26 August 2025; Accepted: 03 September 2025; Published: 30 September 2025

ABSTRACT

The use of ICT is a new norm in the post-pandemic environment and its functions have not been limited to entertainment, but have expanded to business, administration, banking, and especially education widely since 2020 when face-to-face classes are restricted due to the pandemic. This research study aims to investigate the effectiveness of using a virtual platform in vocal lessons and as supplementary customary tutorials for the University Technology MARA, Shah Alam student. The research is carried out quantitatively via a Google Forms questionnaire. The result shows a positive impact on the vocal lessons given.

Keywords: ICT, Virtual Vocal Lessons, Customary, Tutorial

INTRODUCTION

Information and communication technologies (ICT) have recently been utilized as a virtual education platform in most curricular regions. Various tertiary institutions are currently exploring the comprehensive approach with ICT as a supplementary element in education post-pandemic. Music education is no exception, marking a significant positive impact on the modern classroom with ICT equipment. The benefits of using ICT achieved three main objectives: improve the organization of the lessons, empower distance learning, and supplement customary learning. When appropriately integrated into music education, ICT offers numerous advantages to both students and educators.

The music students show improvement with innovative customary learning incorporated into their lessons. On the other hand, music educators required the skills and methods needed to run practical virtual lessons. According to Himonides (2016), technology has taken over in the classroom, from improving performance skills to facilitating communication between educators and students and working on their customary teaching-learning strategy. The significance of studies as such is to find out the impact of ICTs in virtual learning platforms and the potential development of customary learning as a supplementary virtual tutorial in vocal lessons.

Statement of Problem

The COVID-19 pandemic outburst from early 2020 to late 2022 has left educators and students with the only option of virtual lessons. According to Michigan State University’s Quello Centre, slow internet connection or limited home access in rural areas make students fall behind academically (Baurer, 2022). Internet stability has become a significant issue compared to those in an urban area with smooth internet connections. This has become part of whether ICTs and virtual learning platforms should continue their development as customary learning supplementary virtual tools for vocal lessons in the post-pandemic era. If virtual instruments are reinforced, the fairness issue between those who have and those who do not have stable internet will become a significant issue.

On the other hand, the implementation of virtual platforms like Zoom and VOOV is improving their service, especially in reducing latency. This is because, at some point, both parties from the other end of the calls could not synchronize their singing due to the latency. The slight delay prevents the vocal tutors and the students from singing together. The software also may mute one of the participants in the “conversation” to avoid confusion. That will cause a certain level of cut-off in the melody sung by the teachers or from the students, and affect the quality of the lesson. In this case, only a selective virtual platform that does not involve latency and synchronization may help as the potential virtual tool for post-pandemic era vocal lessons. Not every ICT software is suitable for development as a customary learning supplementary tutorial.

The difficulty of using ICT is that the vocal students will need to justify how much integration they would involve as additional virtual learning tools. In addition, overusing and relying upon the convenience of ICT may result in less creativity in the creative process. For example, YouTube is a widely used audio and video reference but without academic regard, students may not know stylistically in vocal, which of the videos are reliable resources as reference. Hence, the vocal tutors may have to educate the student on recognizing reliable resources to maximize the benefit of incorporating ICT supplementary teaching tools.

Objectives of the Study

The objectives of the study are:

1.To evaluate the adaptability of Universiti technologi MARA vocal students to virtual vocal lessons supplemented by ICT tools like YouTube and Spotify.

2.To assess the level of agreement among students regarding the effectiveness of virtual platforms like Google Classroom in enhancing vocal lesson outcomes.

3.To examine consumer preferences in the use of audio-visual ICT tools and virtual platforms as auxiliary elements to traditional, face-to-face vocal training.

4.To understand the impact of internet connectivity and stability on the effectiveness of virtual vocal lessons.

Research Question

The research questions for this study are:

1.How adaptable are UiTM vocal students to the integration of ICT tools like YouTube and Spotify in their learning processes?

2.To what extent do students agree that virtual platforms like Google Classroom are effective in enhancing the quality of vocal lessons?

3.What are the preferences of vocal students in utilizing audio-visual ICT tools and virtual platforms as supplementary elements to traditional lessons?

4.How does internet connectivity affect the students’ experience and outcome of virtual vocal lessons?

Significant of Study

The research focuses on whether the setup of ICTs and virtual learning platforms is effective for vocal students in the post-pandemic era. Though there are many potential ICT software, based on the primarily used platform during the pandemic in university technologic MARA (UiTM), the ICT tools mentioned mainly focus on YouTube, Spotify, and Google Classroom, of which the access does not require a financial burden and generally accessible by students. It is essential to identify if virtual learning is effective for vocal students as the fast-moving global development opens up the border of possibility where virtual learning will be boundless for the students to reach out internationally for tutorials with various masters and gurus around the globe. It is also crucial for the residence vocal tutors to customize learning and supervision of progress through the virtual platform (Google Classroom). They can give a tutorial on a non-contact version, yet effectively provide guidance, material, and interaction customarily to the forte and weaknesses of a student.

Scope of Study

The study aims for tertiary vocal students with sufficient discipline and notion in using ICT and virtual platforms to assist their vocal studies. This study was conducted in UiTM Shah Alam and does not involve other universities. However, the limitation of the study suggests that for a better conclusion, more institutions should be involved in further studies and it is recommended for future relevant research that internet access should not be a hindering factor for suggested virtual vocal lessons

LITERATURE REVIEW

ICT alone is a broad idea, an innovation that spotlights mechanical data practically speaking of education, particularly utilizing gadgets and applications supporting correspondence. Engaging ICT as an instrument for unsupervised self-learning may trigger scholarly worries. Though ICT is currently an empowering agent in many ways, the effectiveness of vocal lessons widely known as required interaction and possibly ensemble singing (synchronization) is yet to be widely explored. Hence, instead of solely relying on the virtual platform, engaging them as supplementary teaching tools is more feasible.

ICT in Teaching and Learning Framework

Based on the study conducted by A. R. Ahmad, in this informative era, data and correspondence advances are vital in the educational system (Ahmad, 2011). The advancement of technology has assumed control over the world’s inescapability. The dominance of ICT is perceived in every form of modern living, from home appliances to communication tools. ICT integrated into the Teaching and Learning (T&L) framework of tertiary education assumingly upholds the university syllabus. Distance learning is now common in the post-pandemic era, whether it is an integrated or complete program in the universities that offered courses. If ICT in T&L is feasible, it will reduce the burden from many aspects. The opportunity of a worldwide learning platform has become possible, such as engaging intellectuals from around the globe to provide supplementary education (workshops, masterclasses, etc) without having to transport. In addition, it is cost-saving and yet the gate of knowledge will not be restricted within the university itself. It invites intellectual exchange beyond borders.

Virtual Vocal Lesson

The engagement of ICT has turned the intellectual exchange into a highway of innovation globally. The integration of virtual platforms in vocal learning has not just started during the pandemic epoch. Many vocal learners begin to take YouTube and Spotify as references for their interpretation, musicality approach, and vocal technique. Published records were the primary preference in the 1990s to 2000s when access to YouTube and Spotify were limited or yet to have existed. With the published records, the discography is much easier to recognize and usually has a high standard of performance and worldwide recognition. When YouTube and Spotify are available, it is open for the public to share and upload their creativity onto the platform. These phenomena allegedly cause the vocal students not to know which audio-visual materials to be academically recognized and which are on an entertainment standard. Though ICT provides convenience and reciprocal help for instructors and students, the knowledge of vocal performance practice and historically informed performance need to be assumed well-educated as part of the university modules (Jorge et al., 2003)

Customary Learning for Students

It is known that students are with further progress of learning. The diversity of preferred learning styles is mainly visual learners, auditory learners, and kinesthetic learners. (Fan et al., 2016). Whether or not the vocal lessons are conducted on the virtual platform, customary learning is essential to assist the forte and weakness of vocal students. The specification comes from the distinct voice type, timbre, and tessitura of each individual, and the repertoire was given, the approach of technique and vocalization should be also customized. It is allegedly known that vocal quality is like a thumbprint, there are no two identical voices with a hundred percent of similarity. With various vocal approaches, it is part of the potential limitation of a vocal teacher to know better in their voice type. Properly and carefully selected online material may provide a convenient reference for students and tutors. A vocal tutor is a mentor who guides in the long run, vocal health, and vocal development of the students, however with the virtual learning platform and customary learning in the picture, consultation with particular experts is made possible in a cost-saving way.

RESEARCH METHODOLOGY

This study employs a quantitative approach. The research was carried out with a descriptive process involving collecting data through Google Forms and analyzing numeric data with SPSS. In conducting the descriptive study, the researchers have concentrated on developing multiple measures that focus on specific ICT tools and potential contributions of ICT towards the research aims. The steps of conducting the descriptive research are displayed in Figure 1

Figure 1. Descriptive research process.

Sampling Method

A purposive sampling method is selected for the data collection. It involves the judgment of a specialist in choosing cases or cases for a particular reason (Matthew, 1996). In this case, the vocal students of UiTM are the sample selected. Purposive inspection is utilized most frequently when a hard-to-arrive population should be estimated. (Becker, 1999). Due to the population of vocal students in UiTM, 30 participants are assumed to be sufficient to approximate a normal distribution with Central Limit Theorem

Questionnaires

The hypothesis is drawn as certain levels of involvement of ICT and virtual platforms in the vocal lessons along with face-to-face vocal lessons are linked to successful learning and teaching, making this a critical question to investigate in the suggested study. There has never been any research conducted on the UiTM and any local Malaysian universities of having an online platform as a potential customary learning tool for vocal lessons specifically. This encourages the researcher to conduct a pioneering study regarding the possible future of customary virtual tutorials as an auxiliary instrument to vocal lessons.

The study used quantitative techniques, including surveys but not interviews with the vocal students of UiTM (diploma to undergraduate) reached out by purposive sampling for sending the Google From to the participants. Using purposive sampling, we could specify our questionnaire to vocal lessons-related issues in our analysis. Transcripts of questionnaires were subjected to quantitative analysis. With permission in hand from the ethics approval from UiTM, we sent out questionnaires to collect demographic data and in the Likert scale, the participants can select their opinion on a variety of issues. The questionnaire includes 30 respondents who attend present face-to-face vocal lessons and experienced virtual learning and hybrid learning with their respective vocal tutors in the pandemic and post-pandemic period. There were a total of 30 complete sets of questionnaires gathered for analysis.

The link to the survey on Google Forms was provided online, along with a brief description of the study and consent form. The inclusion criteria for this study is being a Malaysian studying classical vocals in UiTM. The exclusion criteria for this study are non-classical vocal students, students from the latest intake who did not experience virtual vocal lessons, hybrid online, and face-to-face vocal lessons. The sample comprised 30.0% males and 70.0% females. Participants 20 years old had the highest frequency with 50.0%, 21 with 25.0%, and 22 with 25.0%. The sample’s current program of study comprised 60.0% of diploma students, and 40.0% of undergraduate students. See table 1 below for demographic details.

Table 1. Demographic Table

Demographic table (N = 30)

Findings

All continuous data are collected from the questionnaire in Google Forms. The data from the questionnaire consists of questions on the effectiveness of ICT tools (YouTube, Spotify) and virtual learning platform (Google Classroom) in vocal lessons. All respondents are vocal students in UiTM Shah Alam.

Internet connection while using ICT and virtual platforms during vocal lessons

Figure 2. Reliable internet connection while using ICT in vocal lessons

Based on the pie chart, 92% of the respondents have a reliable internet connection while accessing YouTube and Spotify as supplementary learning time. Furthermore, only 3 respondents (10%) were interrupted while using ICT tools. With this data obtained, internet access is not a big issue for the majority of vocal students in UiTM.

Data Analysis

According to the data collected from the Likert scale, 23.3% of the respondents strongly agree that ICT tools (YouTube and Spotify) enhance the quality of vocal lessons. In comparison, 63.3% agree with the statement. 10% of the participants remain neutral in their opinion and only 1 respondent (3.3%) sees otherwise and disagrees that ICT does any help to the vocal lessons. While asked if the integrated learning method with customized learning pace and supervision via Google Classroom is effective, 10% of the participants strongly agree with the statement, 43% agree, and 26% opt for a neutral opinion. Students who disagree and strongly disagree show the same percentage, as much as 10% each.

Further investigation is made into which aspects the ICT tools (YouTube and Spotify) help as supplementary support to vocal lessons. 60% of the students would regard the ICT tools as a note-learning assistant, 70% of the students would use suggested links from the vocal tutor as a reference to study the characteristic and compare the interpretation respectively, and 26% of the students would use the virtual accompaniment tracks on YouTube or Spotify as practice before working with a collaborative pianist or while practicing at home without access to an accompanist or piano playing skill. Only 10% of the students use YouTube and Spotify as a reference for tempo. As much as 50% of the students use ICT tools for repertoire exploration by browsing through YouTube and Spotify. 80% of the respondents report positive learning outcomes from incorporating ICT tools in their vocal lessons. Hence, usage of YouTube and Spotify positively impacts their experience of vocal lessons. Concerning the effectiveness of Google Classroom as the customary virtual tutorial platform, as many as 24 participants (80%) find it a platform they would be less likely to explore. The possible reason is the complexity of the structure and the accessibility to the platform. Fast messaging apps like Whatsapp and Telegram are seen to be more effective in communication. The difference between Google Classroom and messaging apps is that they share the same function of being able to share the link to materials. Still, the interaction in messaging apps is perceived to be more organic and less formal. The app’s ease of using and responding will receive immediate notifications from a mobile phone more than Google Classroom. Hence, from the data collected and the possible reasons given, Google Classroom did not positively impact the vocal students in UiTM. Thus, it has limited contribution as a virtual customary tutorial for each vocal student’s progress.

Table 2. Summary of Data Findings on the Use of ICT in Vocal Lessons

DISCUSSION

The result of the study displays a positive effect by engaging YouTube and Spotify and supplementary material for vocal students who take vocal lessons in UiTM, Shah Alam. Further exploration has been made to determine why the students find YouTube and Spotify helpful in their online or hybrid vocal lessons. YouTube and Spotify help the students as note-learning tools, explore the characteristics of given pieces, and compare the different performers’ interpretation. It involves a lot of live concert attending experiences to enable the students to see the different interpretations of various performers. Virtual platforms like YouTube and Spotify nevertheless, helps the students in UiTM to have higher accessibility to quality performance with minimized cost. Though there is no comparison of the face-to-face experience of a live concert to listening to the recording, it still acts as a reasonable alternative to the vocal students of UiTM. The majority of the vocal students are not necessarily equipped with keyboard playing skills, and accessibility to pianists may not be as convenient sometimes. Hence, 26% of the students use the virtual accompaniment tracks on YouTube or Spotify as practice. Only 10% of the students use YouTube and Spotify as a reference for tempo. As much as 50% of the students use ICT tools for repertoire exploration by browsing through YouTube and Spotify. Only a low number of students faced internet connection issues. The globalization of modernity urges us to continue exploring the possibility of the virtual platform to achieve a wall-less learning environment beyond the classroom and connect with experts in related fields worldwide. However, the suggested platform Google Classroom is deemed less effective as a communication tool and a virtual customary tutorial tool.

CONCLUSION & RECOMMENDATIONS

The contribution of this study for future research is the perceived effectiveness of YouTube and Spotify as supplementary learning and teaching material in vocal lessons, despite lessons having been resumed face-to-face thoroughly since early 2023. A hybrid teaching method as part of the teaching and learning (T&L) framework will complement the existing system. However, Google Classroom was not perceived as an effective customary learning tool as of this research. It is recommended that related researchers find out the reason, and what is a better replacement in terms of effectiveness and feasibility. In short, the suggestion of incorporating ICT tools into vocal lessons is targeted to facilitate the transmission of information to the vocal students without being bound by other factors, such as time and location. Hence, follow up the pace of fast globalization and keep up with the era of information explosion

ACKNOWLEDGMENT

The authors would like to thank the College of Creative Arts, University technologic MARA (UiTM) Shah Alam, Malaysia, for the support and platform for publication.

Paper Contribution to Related Field of Study

This study provides insight into the possibility of more effective vocal lessons in hybrid mode in UiTM. In addition, this study also explores the effectiveness of YouTube, Spotify, and Google Classroom as virtual learning tools

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