Active learning and students’ own meaning-making are influenced by social, cultural, and contextual elements (Gillani, 2003). Transitioning to the online learning environment exposes students to new learning contexts, prompting educators to adapt their teaching methods to suit evolving needs. However, both theatre and acting teaching have traditionally emphasized active learning and student creativity, qualities that align with effective online instruction (Philip & Nicholls, 2007). These include clear direction, well-defined expectations for students, and an interactive atmosphere facilitated by the interplay between students, instructors, and the learning environment.

Having experienced these parallels, I am convinced that online learning environments can offer substantial benefits to theatre education. Inspired by this realization, I have devised two strategies:

Firstly, compared to traditional in-person teaching methods, I have observed that online instruction fosters deeper student engagement and group commitment. While in-person classes often involved distributing students into pairs or small groups for discussions and activities, the ‘breakroom’ feature in platforms like Zoom allows me to swiftly create small discussion groups, enhancing interaction and collaboration among students.

Secondly, for students who previously experienced anxiety or discomfort performing in physical classrooms, the online setting provides a more comfortable space for individual presentations. Freed from the pressures of face-to-face interactions, these students can confidently showcase their talents in front of a screen, fostering a more inclusive and supportive learning environment.

References

Gillani, B. (2003). Learning Theories and the Design of E-learning Environments. Lanham: University Press of America.

Philip, R. and Nicholls, J., (2007). Theatre Online: The design and drama of e‐learning. Distance Education, 28(3), 261-279.