The purpose of this dissertation study was tri-fold: (1) to gain insight into the overall impact and implications of remote dance teaching and learning which resulted from the COVID-19 pandemic; (2) to investigate potential online applications of Lincoln Center Education's (LCE) approach to Aesthetic Education (AE); and (3) to identify concrete AE-based strategies to be implemented in online dance teaching and learning. To examine the outcomes, three main research questions were explored. First questions relate to the attitudes and the perceptions of self-efficacy and skills for incorporating AE concepts into online settings. The last question referred to the foundational Capacities for Imaginative Thinking (the CIT are LCE's Learning Framework) related to online implementations of AE and collaborative dance-making. The literature review included qualitative studies about AE, about teaching dance in online settings, and some mixed methods regarding the online performing arts. The overarching considerations of the study are holistic and systemic. The theoretical framework guiding this dissertation are AE as approached at LCE and Community of Inquiry. The holistic single case study was an action research conducted within the complex field of dance teaching artistry. The intervention, titled "AEiConnect," was a series of activities (e.g., co-planning meetings, AE-based online workshops, discussion/reflection sessions, etc.) implemented over one semester and involved one dance teaching artist (TA)/AE practitioner. The intervention was experienced synchronously, via Zoom. Qualitative data was analyzed through inductive and deductive processes with the support of HyperRESEARCH. Data and theory triangulation were used to corroborate the findings. Results exhibited AE as an applicable framework and suggested the conditions for effective online implementations (e.g., thorough co-planning, proactive and active co-facilitation, focus on works of art specific to the medium, etc.) Additionally, art-making and reflection were identified as essential AE concepts, and a preliminary hybrid model was proposed. Furthermore, participation in "AEiConnect" resulted in enhanced awareness and perception of self-efficacy and skills within the context of online workshops. Finally, online development of the CIT was identified. The discussion focuses on the assertions in relation to the extant literature and theory, the implications for practice, theory, and for future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]