Abstract
Embodied experiential learning is central to dance/movement therapy (DMT) education. During the pandemic, DMT educators pivoted to hybrid-online educational delivery and attended to multiple dimensions of student learning and societal crises while attempting to maintain educational quality. Building on the Community of Inquiry (CoI) framework and embodied aesthetic theories of care, the authors explored how educators and supervisors accounted for embodied learning in DMT education and training in an online setting. Data were generated and analysed reflexively from a preliminary conference workshop survey and workshop interactions. An aesthetic, relational experience of caring may be incorporated into an online learning space through developing intra and interpersonal oscillation, which can validate embodied experiences and aid in developing bodily agency. The authors elaborate on emerging promising practices and considerations for future research.
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