# Online and In-Class Evaluation of a Music Theory E-Learning Platform
## 6 Questionnaire Results
### First Questionnaire Results  
With the first questionnaire, we gathered the basic user information and their interaction with online and mobile tools for music training. After class, we talked with the students about rhythmic dictation and their home exercising. The students reported that rhythmic dictation, along with interval and harmonic dictation, made home exercising difficult. The results of the first questionnaire are shown in Figure 11.  
A minority of students disliked studying with friends (Figure 10(a)). The majority of students (13 students) also agreed or strongly agreed that if they did not understand something, they would prefer to discuss the problem with friends (Figure 10(b)).  
The students reported social networks, such as Discord and Facebook, were most often used while training. However, they did not support the claim that these networks helped them solve the dilemmas of rhythmic and interval dictation. Most of the students disliked competing with friends (Figure 10(c)). Therefore, although students like to help each other, they are not competitive.  
Figure 11: Histograms of questionnaire 1 responses for questions 1, 2, 7, 8 and 9. (**a**) I like studying with friends. (**b**) If I don’t understand something, I ask a friend rather than a teacher. (**c**) I like to compete with friends in solving such exercises. (**d**) I enjoy solving rhythmic dictation homework. (**e**) I enjoy solving interval dictation homework. (**f**) I dislike not getting immediate feedback on my homework.  
When asked which homework assignments they prefer to attempt, several students indicated that they prefer to practice rhythmic dictation (Figure 11d,e). From the conversation held with the students after the presentation, they reported that they find it difficult to practise rhythmic dictation at home in a conventional manner.  
Interestingly, the students did not find the lack of immediate response to traditional homework problematic (Figure 11f) at the beginning of this experiment. Only two students agreed they would like an immediate response to the homework. The rest were indifferent or disagreed with the statement. The opinion can also be attributed to the fact that at the time, they were already accustomed to having their homework checked the next day in class by the teacher and not earlier.  
When we asked students which app they used to aid their homework, they listed only a few applications: TonedEar app and the teoria.com website, which were listed by two students. From this, we can conclude that very few students use applications that could help them with homework and music theory training. We hypothesize that the underlying reason is the lack of native-language support. Additionally, other underlying reasons could be related to a lack of flexibility to adapt the applications to the students' curriculum and lack of motivation, such as gamification elements.  
The students reported spending 53 and 55 min on average per week on rhythmic and interval dictation, respectively. The small number can be attributed partly to the high workload of students in class over the week with this and other courses. Another reason is that students had to practise these tasks on paper, which could be frustrating.