How effective is online instruction?
As COVID-19 pandemic sent most of us to our homes and brought the most of the education online, there has been an astronomical surge of instructional videos as well as virtual classes and private lessons. Many professionals who normally teach in face to face format (dance instructors, Alexander Technique teachers, physical therapists, Feldenkrais practitioners, personal trainers, etc.) are forced to become creative in order to keep their businesses going and clients engaged.
The problem is that there are so many instructional videos out there on every imaginable subject (some fairly high quality), that some of the above mentioned professionals may feel discouraged or intimidated to make their own. So what is one to do?
The typical instructional video
Let’s look at the way most people learn from instructional videos first. The majority of the videos are “follow along” type, where a movement pattern is demonstrated, and the person watching it is supposed to follow along with the instructor. Depending on what the video is designed to teach you, it may be enough. For example, if the video is about fixing a flat tire or changing a bulb in a head light of a car, you need to know where things are, what tools to use, and the order of steps. However, when we get into more fined tuned motor movement patterns, like dance, martial arts, Alexander Technique, physical therapy, etc., simple follow along sequence may be insufficient, and, in some cases, harmful (that is why you always see a disclaimer at the beginning of any exercise program that maker of the video is not responsible for any injury you can sustain while engaging in the program).
Other, more ambitious videos, have special instructions on top of demonstration. The movements may be shown from different angles, instruction of important points to pay attention to may be given, and analysis of common mistakes and their troubleshooting may be presented. Even though such videos give a lot more information in order to follow properly, they are still missing one very important aspect: personal feedback in real time.
Faulty sensory appreciation
Following any instructional video, no matter how detailed and meticulously designed, is like being a participant in a huge class, where instructor pays no attention to you whatsoever. Therefore, you are left to your own devices to accurately interpret the information given. And here lies the biggest problem: there is a huge gap between what you think you are doing, and what you are actually doing. F.M. Alexander, the founder of the Alexander Technique, called it “debauched kinesthesia” of “faulty (unreliable) sensory appreciation”. Try to recall how many times you were corrected in dance lessons by your teacher, who was shifting your weight either forward, back, or to the side, in order to put you vertical, and you felt like you were about to fall, thinking that it is impossible that you are now upright. A quick look in the mirror would confirm your teacher’s correction, leaving you completely baffled. This experience is an example of “habituation”, or becoming used to and desensitized to the way we perform certain movements. It is a necessary skill to possess because it is impossible to pay attention to all stimuli we are bombarded with at any given time.
We subconsciously create an order of importance of what we pay attention to, and with which senses (that is why some people say they are visual learners, others have to hear the instructions, yet others have to be literally “moved” through the sequence). There is a saying that “practice makes perfect”, but it only makes perfect what you perceive as what you are supposed to do. The repetition (practice) may have positive learning outcomes, but it may also make you prone to developing unwanted habits, if you don’t use your whole self in a coordinated manner.
So, what conclusion should we draw? Are instructional videos completely useless? No. I don’t think so. I believe the instructional videos are a great advertising tool for teachers, a sort of visual resume. The quality of presentation of the material in the video may give a student a sense of whether the teacher is someone they could work with.
Benefits of online teaching
So let’s get back to where we are today. We are in the midst of COVID-19 pandemic, no face to face instruction is allowed, we are all told to stay at home. If you’re a student, how can you keep improving? If you’re a teacher, how can you keep your students engaged and keep your business going?
Last week I started offering both dance and Alexander Technique private lessons online via Zoom. Being a hands on kind of a teacher, I admit, I was a bit skeptical of the efficiency of one on one online instruction in these disciplines. It took only one lesson to change my mind. The first AT (Alexander Technique) lesson I taught remotely was extremely effective, and dance lessons that followed, had a very similar effect. Obviously, the format and the content of the lessons had to be adjusted, but the benefits were unquestionable. Here are some conclusions I have drawn regarding online one on one teaching:
It forces the teacher to improve and clarify their teaching language.
It gives the opportunity for a feedback in real time. The teacher can stop and instruct the student on exactly what and how to do.
It makes student fully responsible for their movements, and physically troubleshoot any mistakes.
It gives a student the opportunity to practice solo under a supervision of a teacher.
It forces both student and a teacher to slow down, and solve any problems via verbal and visual communication.
It exposes any weaknesses of a student, who normally relies on physical manipulation during face to face lessons.
There are many more benefits but these are the first ones that come to mind. Personally, I find online private lessons extremely valuable for both students and teachers. I will definitely encourage this format as both alternative and supplement to face to face lessons, even after the “stay at home” order is lifted.
In conclusion, I would encourage teachers to make instructional videos to present their knowledge and show their expertise. At the same time, I would encourage students to look at these videos more as a way to find teachers whom they would want to study with instead of using the videos as sole learning materials.
