From a distance: Technology and the first low-residency drama therapy education program

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.