Benefits and Challenges of Delivering Meditation Instruction Live Online: Lessons from the COVID-19 Pandemic Regarding Accessibility and Connection
Savannah V. VandenBos, Jennifer J. Pokorny, Alea C. Skwara, S. Diaw, Brandon G King, Anthony P Zanesco, Kamilah F. Majied, Clifford D Saron, Quinn A Conklin
Mindfulness March 26, 2025 DOI: 10.1007/s12671-025-02556-1 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Survey study (two studies: teacher survey and practitioner cohort survey with qualitative coding) Peer reviewed |
|---|---|
| Sample size | 527 |
| Population | Study 1: 209 teachers of standardized mindfulness- and compassion-based interventions; Study 2: 318 US meditation practitioners |
| Topics | Meditation |
| Keywords | Education |
| Key findings | Teachers perceived online programs as "somewhat less effective" than in-person sessions (p < 0.001, Cohen's d = 0.46), while practitioners reported improvements in their practice during the pandemic (p < 0.001, d = 2.58). Practitioners valued accessibility and community connection online but many missed in-person contact. The authors indicate online meditation instruction is valuable despite limitations and can be leveraged for greater accessibility. |
Abstract
The COVID-19 pandemic prompted an unprecedented shift in the dissemination of meditation and mindfulness-based instruction from being predominantly in-person to almost exclusively online. Here, we investigated the advantages and disadvantages of these online formats from both teacher and practitioner perspectives, with a focus on perceived efficacy and accessibility. In Study 1, teachers of standardized mindfulness- and compassion-based interventions (n = 209) completed a brief survey about the efficacy and potency of online training programs compared to in-person ones. In Study 2, a US national cohort of meditation practitioners (N = 318) responded to questionnaires detailing their ongoing meditation experience, including what they liked and disliked about the online meditation programs they had engaged in during the early stages of the pandemic. Qualitative responses for practitioners were coded for themes using an inductive method and examined in relation to demographic and meditation practice characteristics. Teachers perceived online programs to be “somewhat less effective” than traditional in-person sessions (p < 0.001, Cohen’s d = 0.46), whereas practitioners tended to report improvements in their practice as a result of the pandemic (p < 0.001, d = 2.58). Practitioners appreciated the accessibility of online classes and the ability to stay connected with a geographically distributed community. Still, many practitioners missed connecting in person. Our findings indicated that meditation practitioners and teachers find online formats valuable, despite their limitations, and provided insights as to how online meditation instruction can be leveraged to provide greater accessibility.
Comparable studies
Other qualitative studies on meditation, most cited first.
Citations in the library
Cites 13
- Mindfulness Interventions Annual Review of Psychology September 30, 2016
- Loving-kindness meditation increases social connectedness. Emotion October 1, 2008
- Mindfulness meditation experiences of novice practitioners in an online intervention: Trajectories, predictors, and challenges. Applied Psychology: Health and Well-Being February 1, 2022
- The effect of mindfulness meditation on depressive symptoms during the COVID-19 pandemic: a systematic review and meta-analysis. Scientific Reports August 30, 2024
- Online mindfulness training for older adults during the COVID-19 pandemic: a randomized controlled trial using a multi-method assessment approach. Aging & Mental Health September 13, 2023
and 8 more in the library