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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.

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/content/journals/10.1386/dtr_00014_1
2020-04-01
2024-04-20
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http://instance.metastore.ingenta.com/content/journals/10.1386/dtr_00014_1
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  • Article Type: Article
Keyword(s): apprentissage mixe; aprendizaje en línea; aprendizaje híbrido; conseillé pédagogique; counsellor education; drama terapia education; drama therapy education; educación de terapeutas; educational technology; enseignement à distance; expressive therapies; hybrid learning; online learning; technologie educative; terapias expresivas; thérapie expressive; étude dramathérapeutique

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