World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue V (May 2026), pp. 290-298
Author
Norien Jay P. Manalang
National Teachers College
Abstract
Changing the learning environment to online caused great difficulties in performance-based disciplines like folk dance, which are traditionally taught through embodied interaction, cultural transmission and collective participation. This study aimed to find out the lived experiences of folk dance trainers who are offering dance training online and how their experiences lead to the creation of a Recommended Instructional Guide for Online Dance Training.
The study employed a qualitative methodology with an Interpretative Phenomenological Analysis (IPA) cluster design to carefully select trainers for in-depth semi-structured interviews, with the data analyzed on stages of data immersion, initial coding, emergent theme development, thematic clustering and interpretative synthesis. The themes that emerged were pedagogical adjustments and instructional reconstruction, sustaining student motivation and engagement, changing practices with assessments and feedback, technical and logistical challenges, instructional limitations in online teaching and cultural transmission and relation dynamics.
The findings showed that adapting online folk dance education is a significant task in terms of pedagogical transformation, technological adjustments, and relational adjustments, yet cultural values have still to be preserved. As a result of these findings, a structured instructional guide with the components of instructional procedures, technological guidelines, engagement and cultural preservation strategies, assessment systems and contingency plans was created. The study offers an empirically derived and context-specific approach to maintaining embodied and culturally responsive instruction in digital learning environments to the dance and physical education field.
Keywords: Interpretative Phenomenological Analysis; online dance instruction; folk dance education; embodied learning; instructional framework
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