Moving In-Frame

Abstract

The researchers explored the dual experience of individuals who are both taking dance and movement classes digitally at the same time as they are also teaching dance and movement classes digitally. By focusing on this duality through a series of interviews with practitioners, the researchers explore how the learner/educators do or do not adapt one set of skills into the other area of work and the lessons learned from this reflective practice. The results are analyzed and broken down into five sections: glitches of the practice, reflective practice, active learning, engagement, and reframing communication. Through further analysis, the researchers explore possibilities for shifting the mindset around digital education methods. The researchers then offer suggestions for further development in the field and where further research can expand on the subject area.

Perceptions of Digital Education to Accelerate the Flow of Knowledge

“…Digital education refers on the one hand to the use of digital technologies for teaching and learning in both formal and non-formal education within a community, as well as to the infrastructure necessary to foster that providing [11]. Therefore, it inevitably involves digital technologies such as computers, software, phones, and cameras in the educational process [12]. Responding to current needs and trends, digital education is adapted to teaching activities following modern educational theories and uses digital teaching resources and methods to train interdisciplinary talents with innovative awareness and innovative ability [13].…”