The experience of embodied presence for the hybrid dance/movement therapy student: A qualitative pilot study

- Dance/movement therapy educators are designing hybrid and online courses which bring innovation to pedagogical practices.
- Dance/movement therapy student participants find arts-based responses in the online environment to support deep learning.
- Layering of cognitive and arts-based assignments support integration of core concepts of dance/movement therapy.
- Participants found social connection and cohort model to support their learning process.