Abstract
Objectives
Little is known about how participants experience Mindfulness-Based Programs (MBPs) that are delivered online. Understanding how online delivery is experienced by participants could inform any adaptations needed for online delivery of MBPs and help support wider access.
Methods
Data from 159 MBP participants were collected via a 46-question online survey. Responses were analysed using SPSS. Content Analysis was undertaken on the qualitative responses.
Results
Participants were generally satisfied with MBPs delivered online, and their MBP teacher, and identified both drawbacks and benefits to learning online. Although online offerings seem to have broadened access, MBP participants were not diverse across all demographic measures. Participants welcomed the opportunity to learn MBPs through online methods, appreciating practical advantages and the internationalism of their groups. Nevertheless, many reported a felt loss of connection with others in the group, and high levels of distractibility. Many participants (28%) said they did not have any type of pre-course orientation.
Conclusions
It may now be timely for the field to review experiences of online MBP teaching and learning to identify areas where online implementation may have been constrained by in-person theory and practice, and what helpful adaptations could be made to both curricula and practice. This could include developing specific guidance around managing online distractibility, and how to best facilitate the group process online.
Little is known about how participants experience Mindfulness-Based Programs (MBPs) that are delivered online. Understanding how online delivery is experienced by participants could inform any adaptations needed for online delivery of MBPs and help support wider access.
Methods
Data from 159 MBP participants were collected via a 46-question online survey. Responses were analysed using SPSS. Content Analysis was undertaken on the qualitative responses.
Results
Participants were generally satisfied with MBPs delivered online, and their MBP teacher, and identified both drawbacks and benefits to learning online. Although online offerings seem to have broadened access, MBP participants were not diverse across all demographic measures. Participants welcomed the opportunity to learn MBPs through online methods, appreciating practical advantages and the internationalism of their groups. Nevertheless, many reported a felt loss of connection with others in the group, and high levels of distractibility. Many participants (28%) said they did not have any type of pre-course orientation.
Conclusions
It may now be timely for the field to review experiences of online MBP teaching and learning to identify areas where online implementation may have been constrained by in-person theory and practice, and what helpful adaptations could be made to both curricula and practice. This could include developing specific guidance around managing online distractibility, and how to best facilitate the group process online.
| Original language | English |
|---|---|
| Journal | BMC Psychology |
| DOIs | |
| Publication status | Published - 9 Dec 2025 |