The advent of distance education in universities has created curricular and pedagogical concerns as well as possibilities for dance educators. This article addresses questions concerning how technology has altered and broadened traditional viewing and performing venues, the role of the dancer and spectator within them, and how these changes impact teaching and learning dance online. Examples from "Dance, Gender, and Culture," an online course that is cross-listed between the disciplines of Dance and Women's Studies, illustrate how students enrolled in distance learning courses become active participants in re-shaping aesthetic principles for viewing and writing about dance and how their individual cultural experiences and everyday lives impact their interpretations. In summary, teaching dance in a virtual format dissolves the traditional hierarchies between dance experts and learners as well as the boundaries between academic disciplines and artistic styles.