This article critically reflects on the pedagogical practices I explored, reimagined, and employed while shifting dance improvisation education from face-to-face lessons in a dance studio setting to existing online platforms during the COVID-19 pandemic in 2020 and 2021. Through self-study research as a method of inquiry I analyse my experiences and approaches to teaching and learning while navigating through the untested waters of transferring skills and knowledge in tertiary dance education via virtual means. It is revealed that interdisciplinary teaching and learning and the use of technology, such as camerawork, can help to overcome physical boundaries and could be seen as a new signature pedagogy in tertiary level dance improvisation education.