Entering the live-streaming void and emerging victorious: teaching performance psychology under pressure
Source TitleInternational Journal on Innovations in Online Education
University of Melbourne Author/sOsborne, Margaret
AffiliationMelbourne Conservatorium of Music
Document TypeJournal Article
CitationsOsborne, M. (2020). Entering the live-streaming void and emerging victorious: teaching performance psychology under pressure. International Journal on Innovations in Online Education, 4 (2), pp.1-23. https://doi.org/10.1615/IntJInnovOnlineEdu.2020035052.
Access StatusOpen Access
Open Access URLhttp://onlineinnovationsjournal.com/streams/visual-and-performing-arts/2c5f8445632bbdf2.html
In 2019, the Melbourne Conservatorium of Music trialed a hybrid instruction method combining face-to-face teaching with simultaneous live-stream broadcast across two campuses in an undergraduate performance psychology subject. This method was fraught with technical difficulties. Yet, despite substantial instructor distress and concerns of compromised learning outcomes, students demonstrated remarkable patience, gratitude, and improvements in performance anxiety, energy regulation, focus, and resilience. This is a narrative inquiry into my experience navigating the live-streaming approach filtered through community of inquiry and self-determination theory frameworks. I reflect that within a university setting, both the teaching and technical operations staff members require generous lead time prior to the implementation of new technology to build competence and autonomy in managing unpredictable surprise factors. When this is accomplished, blended instruction can enable the staff to teach comfortably and spontaneously, providing students with unique and enriched learning experiences with access to local, national, and international experts.
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