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What participants think about learning Mindfulness-Based Programs online.

Alison M Burton¹, Bridgette O'Neill², Gemma M Griffith²

¹Centre for Mindfulness Research and Practice, School of Psychology and Sports Science, Bangor University, Bangor, Wales, UK. sep844@bangor.ac.uk.

|December 9, 2025

Summary

This summary is machine-generated.

Online Mindfulness-Based Programs (MBPs) offer accessibility benefits but can lead to reduced connection and increased distractibility. Further research is needed to optimize online MBP delivery for better participant engagement and outcomes.

Keywords:

Mental health Mindfulness Mindfulness-Based Programs (MBPs)Online Pedagogy Telehealth

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Area of Science:

Mindfulness-Based Programs (MBPs)
Online Learning
Digital Health Interventions

Background:

Limited understanding of participant experiences with online Mindfulness-Based Programs (MBPs).
Need to identify potential adaptations for online delivery to improve accessibility and effectiveness.

Purpose of the Study:

To explore participant experiences with online Mindfulness-Based Programs (MBPs).
To identify benefits and drawbacks of online MBP delivery.
To inform future adaptations for online MBP curricula and practice.

Main Methods:

Online survey with 46 questions administered to 159 participants of online MBPs.
Quantitative analysis using SPSS.
Qualitative content analysis of open-ended responses.

Main Results:

Participants reported general satisfaction with online MBPs and teachers.
Benefits included practical advantages and diverse group interactions.
Drawbacks included a perceived loss of connection and high distractibility; 28% lacked pre-course orientation.

Conclusions:

Reviewing online MBP experiences is crucial to address limitations of in-person models.
Adaptations in curricula and practice are needed, particularly for managing online distractibility and group dynamics.
Developing specific guidance for online facilitation can enhance the effectiveness of digital MBPs.