Implementation of the soundtrap platform as a learning medium in the basic digital audio workstation (DAW) course at the music education study program

Journal of Educational and Learning Studies October 20, 2026 Volume 9, Number 2 5 authors

Abstract

Conventional Digital Audio Workstation (DAW) learning is currently constrained by high hardware specifications, software licensing costs, and limited opportunities for students to engage in independent practice outside computer laboratory sessions. This study aims to analyze the implementation of the Soundtrap platform as a cloud-based learning medium and to examine students' experiences and responses during its use in the Basic Digital Audio Workstation course within the Music Education Study Program, Faculty of Languages and Arts, Universitas Negeri Padang. This study employed a descriptive qualitative approach. The participants were one course lecturer and 37 students from three classes selected through purposive sampling. Data were collected through classroom observations, analysis of students' digital music projects and course documents, a student survey, and semi-structured interviews with the lecturer and seven students, and were analyzed using the interactive model of Miles, Huberman, and Saldaña with source, technique, and time triangulation. The findings indicate that Soundtrap reduced hardware specification and software licensing constraints, as it can be accessed flexibly from various devices. All 37 students produced a digital music project covering recording, virtual instrument arrangement, editing, mixing, and exporting, and [XX]% of the surveyed students agreed that the platform was easy to use. Three themes emerged from the interviews: flexible access beyond laboratory hours, collaborative project development and feedback, and technical constraints related to internet stability and the free version. These findings suggest that cloud-based DAW platforms can complement, rather than replace, laboratory-based DAW instruction, particularly for students with varying levels of technological proficiency.

Authors

  1. Alrizka Hairi Dilfa

    Universitas Negeri Padang

  2. Arif Budiman

    Universitas Negeri Padang

  3. Ahmad Fauzan Yusman

    Universitas Negeri Padang

  4. Kidung Sukma Asmarani

    Universitas Negeri Semarang

  5. Azhardi Wisnugraha

    Universitas Pendidikan Indonesia

Keywords

MusicEducationSoundtrapLearning mediaDigital audio workstation

References

  1. Akour, M., & Alenezi, M. (2022). Higher education future in the era of digital transformation. Education Sciences, 12(11), 784. https://doi.org/10.3390/educsci12110784
  2. Alaba, F. A., & Ajibola, I. G. (2026). Pedagogical Theories in the Digital Age. In Digital Pedagogy: Bridging the Gap Between Software and the Humanities (pp. 87–129). Springer.
  3. Arhas, S. H., Nasir, N., Jamaluddin, J., & Arismunandar, A. (2025). Bridging the Skills Gap: The Impact of Internal Quality Assurance on Educational Outcomes. Journal of Educational Studies, 3(3).
  4. Balkin, J. M., & Sonnevend, J. (2016). The digital transformation of education. Education and Social Media: Toward a Digital Future, 9–24.
  5. Bauer, W. I. (2013). The acquisition of musical technological pedagogical and content knowledge. Journal of Music Teacher Education, 22(2), 51–64. https://doi.org/10.1177/1057083712457881
  6. Bauer, W. I. (2020). Music learning today: Digital pedagogy for creating, performing, and responding to music. Oxford University Press.
  7. Bell, A. P. (2015). DAW democracy? The dearth of diversity in ‘playing the studio.’ Journal of Music, Technology & Education, 8(2), 129–146. https://doi.org/10.1386/jmte.8.2.129_1
  8. Biasutti, M., Antonini Philippe, R., & Schiavio, A. (2022). Assessing teachers’ perspectives on giving music lessons remotely during the COVID-19 lockdown period. Musicae Scientiae, 26(3), 585–603. https://doi.org/10.1177/1029864921996033
  9. Birt, L., Scott, S., Cavers, D., Campbell, C., & Walter, F. (2016). Member checking: A tool to enhance trustworthiness or merely a nod to validation? Qualitative Health Research, 26(13), 1802–1811. https://doi.org/10.1177/1049732316654870
  10. Black, P., & Wilson, E. (2025). Digitally mediated collaboration and participation: Composing 10,427 miles and 11 hours apart. British Journal of Music Education, 42, 124–135. https://doi.org/10.1017/S0265051724000226
  11. Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40. https://doi.org/10.3316/QRJ0902027
  12. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
  13. Burnard, P. (2007). Reframing creativity and technology: Promoting pedagogic change in music education. Journal of Music, Technology and Education, 1(1), 37–55. https://doi.org/10.1386/jmte.1.1.37_1
  14. Camlin, D. A., & Lisboa, T. (2021). The digital ‘turn’ in music education. Music Education Research, 23(2), 129–138. https://doi.org/10.1080/14613808.2021.1908792
  15. Coles, D. X., & Zane, C. (2024). Imperative Duality of Music Teacher Technological Education. Journal of the Association for Technology in Music Instruction, 4(1), 2.
  16. Dabbagh, N., & Kitsantas, A. (2012). Personal learning environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. The Internet and Higher Education, 15(1), 3–8. https://doi.org/10.1016/j.iheduc.2011.06.002
  17. Daubney, A., & Fautley, M. (2020). Editorial research: Music education in a time of pandemic. British Journal of Music Education, 37(2), 107–114. https://doi.org/10.1017/S0265051720000133
  18. Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008
  19. Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255–284. https://doi.org/10.1080/15391523.2010.10782551
  20. Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2–3), 87–105. https://doi.org/10.1016/S1096-7516(00)00016-6
  21. Gaunt, H., Duffy, C., Coric, A., González Delgado, I. R., Messas, L., Pryimenko, O., & Sveidahl, H. (2021). Musicians as “makers in society”: A conceptual foundation for contemporary professional higher music education. Frontiers in Psychology, 12, 713648. https://doi.org/10.3389/fpsyg.2021.713648
  22. Gazi, A. I. (2025). AI Meets Academia: How Machine Learning is Transforming Higher Education in China. Journal of Educational Studies, 3(3), 1–13.
  23. Guest, G., Bunce, A., & Johnson, L. (2006). How many interviews are enough? An experiment with data saturation and variability. Field Methods, 18(1), 59–82. https://doi.org/10.1177/1525822X05279903
  24. Henderson, M., Selwyn, N., & Aston, R. (2017). What works and why? Student perceptions of ‘useful’ digital technology in university teaching and learning. Studies in Higher Education, 42(8), 1567–1579. https://doi.org/10.1080/03075079.2015.1007946
  25. Hernandez, A. M. (2023). Composición con estaciones de audio digital en el aula de música: comparativa entre Soundtrap y BandLab. In Pedagogías activas y recreativas: La educación musical en el siglo XXI (p. 113).
  26. Herrington, J., & Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational Technology Research and Development, 48(3), 23–48. https://doi.org/10.1007/BF02319856
  27. Holdhus, K., Christophersen, C., & Partti, H. (2023). Soundtrapped? Socio-material perspectives on collaborative teaching within the music classroom. Research Studies in Music Education, 45(3), 539–554. https://doi.org/10.1177/1321103X221115978
  28. King, A. (2008). Collaborative learning in the music studio. Music Education Research, 10(3), 423–438. https://doi.org/10.1080/14613800802280167
  29. Kirkwood, A., & Price, L. (2014). Technology-enhanced learning and teaching in higher education: What is ‘enhanced’ and how do we know? A critical literature review. Learning, Media and Technology, 39(1), 6–36. https://doi.org/10.1080/17439884.2013.770404
  30. Kladder, J. (2022). Project-Based Learning and Student's Individual Creativity in Music Teacher Education: Learning, Teaching, and Performing Popular Music in Virtual Spaces. In The Routledge companion to creativities in music education (pp. 539–553). Routledge.
  31. Lind, F., & MacPherson, A. (2017). Soundtrap: A collaborative music studio with Web Audio. In Proceedings of the 3rd Web Audio Conference (WAC 2017). Queen Mary University of London.
  32. Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
  33. Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1–13. https://doi.org/10.1177/1609406917733847
  34. Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533–544. https://doi.org/10.1007/s10488-013-0528-y
  35. Pratama, O. Y., Sabetra, F., Dilfa, A. H., & Yusman, A. F. (2025). From Classical Repertoire to Piano Accompaniment: Development of a Learning Model Based on the needs of the Music Industry. Jurnal Ilmu Pendidikan Dan Humaniora, 14(1), 20–27. https://journals.ristek.or.id/index.php/jiph/issue/view/28
  36. Rexhepi, F. G., Breznica, R. K., & Rexhepi, B. R. (2024). Evaluating the effectiveness of using digital technologies in music education. Journal of Educational Technology Development and Exchange (JETDE), 17(1), 273–289.
  37. Shehab, E. (2026). Fostering agency and identity through digital production: a critical pedagogy case study in the university writing classroom. Language Learning in Higher Education, 16(1), 169–187.
  38. Truong, T.-C., & Diep, Q. B. (2023). Technological spotlights of digital transformation in tertiary education. IEEE Access, 11, 40954–40966. https://doi.org/10.1109/ACCESS.2023.3270340
  39. Voogt, J., & Roblin, N. P. (2012). A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies. Journal of Curriculum Studies, 44(3), 299–321. https://doi.org/10.1080/00220272.2012.668938
  40. Webster, P. R. (2016). Creative thinking in music, twenty-five years on. Music Educators Journal, 102(3), 26–32. https://doi.org/10.1177/0027432115623841
  41. Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2