In this article, I discuss the elaboration process of the Music Practice Microanalysis Protocol (PMPM) — resulting from the conciliation and adaptation of the instruments proposed by McPherson and colleagues (2015; 2017/2019), Miksza and colleagues (2018) and Osborne and colleagues (2020) — and the discussions arising from the partial application of the protocol in the remote format — due to the social distancing related to the COVID-19 pandemic. I emphasize that the discussion about the possibility of using digital/online tools and platforms to carry out the microanalytical experiments was productive and promising and that the partial application of the protocol demonstrated the procedural viability of the remote application of all stages of the protocol, with different degrees of effectiveness depending on the profile and character of each methodological instrument — oral and/or practical — and the technological conditions — for capturing and transmitting data — related to the use of digital/online platforms. By proposing the implementation of a microanalytical protocol aimed at evaluating the self-regulated learning of undergraduate music students, this study has the potential to contribute to the progressive discussion — still embryonic in the literature — about the inclusion of the perspective of self-regulated learning as an indicator and benchmark for the process of re-elaboration and revision of curricula and programs of training courses for instrumentalist musicians at the undergraduate level.
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