Entering the live-streaming void and emerging victorious: teaching performance psychology under pressure

Abstract

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 u..