From a distance: Technology and the first low-residency drama therapy education program | Intellect Skip to content
1981
Volume 6, Issue 1
  • ISSN: 2054-7668
  • E-ISSN: 2054-7676

Abstract

This article examines the first-year experiences of Lesley University’s first low-residency master’s drama therapy training cohort and their advisor. Course work in this program combines predominantly online learning with several weeks of in-person learning each year, marking a departure from traditional drama therapy education. This article explores ways in which distance learning impacted this cohort in their first year of drama therapy education. Within the cohort’s reflections, specific themes related to technology, cohort experience, course instruction and work–life balance are examined as well as drama therapy–specific aspects of their experience. Recommendations are made for future hybrid drama therapy education, including increased use of video and video conferencing, increased training of online instructors, standard use of in-person residencies and further research into technology in drama therapy.

Résumé

Cet article analyse les expériences de la première année de la cohorte de personnes évaluées et de leur enseignants suite à la première résidence du Master de dramathérapie à l’université de Lesley. Les cours de ce programme combinent principalement l’apprentissage en ligne avec plusieurs semaines en personne chaque année, ce qui marque un début par rapport à l’enseignement traditionnel de la thérapie par le théâtre. Cet article explore les impacts que l’apprentissage à distance a eu sur cette cohorte au cours de leur première année d’étude en dramathérapie. Sont examinés, dans les réflexions de la cohorte, des thèmes spécifiques liés à la technologie, à son expérience, à l’enseignement du cours et à l’équilibre entre la vie professionnelle et personnelle ainsi que les aspects spécifiques de la dramathérapie liés à leur expérience. Des recommandations sont formulées pour une future formation à la dramathérapie mixe: une utilisation accrue de la vidéo et de la vidéoconférence, une formation accrue des instructeurs en ligne, une utilisation standard des résidences en personne et des recherches plus poussées sur la technologie de la thérapie par le théâtre.

Resumen

Este artículo examina las experiencias del primer año del grupo de entrenamiento a distancia de la maestría en dramaterapia y su asesor de la Universidad de Lesley. El trabajo del curso en este programa combina predominantemente el aprendizaje en línea con varias semanas de aprendizaje en persona cada año, marcando una desviación de la educación tradicional de dramaterapia. Este artículo también explora las formas en que la distancia impactó el aprendizaje a este grupo en su primer año de educación. Dentro del grupo se presentaron reflexiones a temas específicos relacionados con la tecnología, experiencia del curso, instrucción del curso, se examinaron temas como el equilibrio entre el trabajo y la vida y otros aspectos específicos de las experiencias en dramaterapia. Se hacen recomendaciones para la educación futura sobre la dramaterapia híbrida, incluyendo un mayor uso de video y videoconferencia, mayor capacitación de instructores en línea, estandarizar las residencias personales, y más investigación sobre tecnología en dramatrrapia.

Loading

Article metrics loading...

/content/journals/10.1386/dtr_00014_1
2020-04-01
2024-04-19
Loading full text...

Full text loading...

References

  1. Beardall, N.,, Blanc, V.,, Cardillo, N.,, Karman, S., and Wiles, J.. ( 2016;), ‘ Creating the online body: Educating dance/movement therapists using a hybrid low-residency model. ’, American Journal of Dance Therapy, 38:2, pp. 40728.
    [Google Scholar]
  2. Bickle, M. C.,, Rucker, R. D., and Burnsed, K. A.. ( 2019;), ‘ Online learning: Examination of attributes that promote student satisfaction. ’, Online Journal of Distance Learning Administration, 22:1, pp. 18.
    [Google Scholar]
  3. Blanc, V.. ( 2018;), ‘ The experience of embodied presence for the hybrid dance/movement therapy student: A qualitative pilot study. ’, Internet and Higher Education, 38, May, pp. 4754.
    [Google Scholar]
  4. Butler, J.. ( 2017;), ‘ The complex intersection of education and therapy in the drama therapy classroom. ’, Arts in Psychotherapy, 53, pp. 2835.
    [Google Scholar]
  5. Emunah, R.. ( 1989;), ‘ The use of dramatic enactment in the training of drama therapists. ’, The Arts in Psychotherapy, 16:1, p. 29.
    [Google Scholar]
  6. Garrison, D. R.,, Anderson, T., and Archer, W.. ( 2010;), ‘ The first decade of the community of inquiry framework: A retrospective. ’, Internet and Higher Education, 13:1&2, pp. 59.
    [Google Scholar]
  7. Kauffman, H.. ( 2015;), ‘ A review of predictive factors of student success in and satisfaction with online learning. ’, Research in Learning Technology, 23:1063519, pp. 114.
    [Google Scholar]
  8. Lagasse, A. B., and Hickle, T.. ( 2017;), ‘ Perception of community and learning in a distance and resident graduate course. ’, Music Therapy Perspectives, 35:1, pp. 7987.
    [Google Scholar]
  9. Landy, R. J., and Butler, J. D.. ( 2012;), ‘ Assessment through role theory. ’, in D. R. Johnson,, S. Pendzik, and S. Snow. (eds), Assessment in Drama Therapy, Springfield, IL:: Charles C. Thomas;, pp. 14876.
    [Google Scholar]
  10. Mayadas, F.,, Miller, G., and Sener, J.. ( 2015;), ‘ Updated e-learning definitions. ’, Online Learning Consortium, https://onlinelearningconsortium.org/updated-e-learning-definitions-2/. Accessed 10 June 2019.
    [Google Scholar]
  11. Orr, P.. ( 2012;), ‘ Technology use in art therapy practice: 2004 and 2011 comparison. ’, Arts in Psychotherapy, 39:4, pp. 23438.
    [Google Scholar]
  12. Power, J., and Kannara, V.. ( 2016;), ‘ Best-practice model for technology enhanced learning in the creative arts. ’, Research in Learning Technology, 24:30231.
    [Google Scholar]
  13. Protopsaltis, S., and Baum, S.. ( 2019;), ‘ Does online education live up to its promise? A look at the evidence and implications for federal policy. ’, January, http://mason.gmu.edu/~sprotops/OnlineEd.pdf. Accessed 5 July 2019.
  14. Sajnani, N.,, Beardall, N.,, Stephenson, R. C.,, Estrella, K.,, Zarate, R.,, Socha, D., and Butler, J. D.. ( 2019;), ‘ Navigating the transition to online education in the arts therapies. ’, in R. Hougham,, S. Pitruzzella,, S. Scoble, and H. Weingrower. (eds), Traditions in Transition in the Arts Therapies, Plymouth:: University of Plymouth Press;, pp. 15370.
    [Google Scholar]
  15. Vega, V. P., and Keith, D.. ( 2012;), ‘ A survey of online courses in music therapy. ’, Music Therapy Perspectives, 30:2, pp. 17682.
    [Google Scholar]
  16. Wasik, S. Z.,, Barrow, J. C.,, Royal, C.,, Brooks, R. M.,, Scott-Dames, L. S.,, Corry, L., and Bird, C.. ( 2019;), ‘ Online counselor education: Creative approaches and best practices in online learning environments. ’, Research on Education and Psychology (REP), 3:1, pp. 4352.
    [Google Scholar]
  17. Pilgrim, Kristen,, Ventura, Nicole,, Bingen, Amy,, Faith, Emily,, Fort, Juliana,, Reyes, Olivia,, Richmond, Mimi,, Rosenthal-Schutt, Susannah,, Schwinn, S. Aaron, and Butler, Jason D.. ( 2020;), ‘ From a distance: Technology and the first low-residency drama therapy education program. ’, Drama Therapy Review, 6:1, pp. 2748, doi: https://doi.org/10.1386/dtr_00014_1
    [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.1386/dtr_00014_1
Loading
This is a required field
Please enter a valid email address
Approval was a success
Invalid data
An error occurred
Approval was partially successful, following selected items could not be processed due to error