The COVID-19 pandemic has irrevocably changed the educational landscape, forcing institutes of higher education to participate in a global experiment. The pivot to emergency remote teaching and learning in delivery of Music Technology degree programmes necessitated changes, as institutional facilities were inaccessible to students. This paper explores the experience of emergency remote teaching from a faculty perspective through semi-structured interviews with three faculty members of a Music Technology degree programme. Thematic analysis on these interviews identified five themes that illustrate obstacles to delivering Music Technology degrees in an online medium: (1) authentic assessment, (2) communication, (3) technology as a tool, (4) social distancing, and (5) sharing resources. These barriers negatively affect the student learning experience. If Music Technology Degree programmes are to be delivered online, modules should be divided into onsite and online delivery formats. Furthermore, the development of novel technology tools that facilitate the needs and interactions of Music Technology degrees would be beneficial.
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