For centuries, Jewish learning has centered on face-to-face study. Students gathered in rooms with teachers and books, reading passages aloud and debating their meaning. The format was intimate, interactive and grounded in physical presence. But Rabbi Daniel Sayani recognized that this traditional model excluded many people who wanted to learn but could not easily attend in-person sessions.
He began experimenting with digital tools to make classical texts accessible to a wider audience. His weekly classes now combine traditional sources with slide presentations, screen-shared documents and live polls. Participants join from across New York and occasionally from other states. They see the text projected on their screens, hear Sayani’s commentary and ask questions through a chat panel.
“The technology allows us to do things that were not possible in a purely physical classroom,” Sayani explained. “I can highlight a specific phrase, zoom in on difficult words, pull up related passages from other sources and display everything simultaneously. Students with vision impairments can adjust their screen size. Non-native readers can slow down the pace without feeling self-conscious.“
Each session follows a consistent structure. Sayani begins with a central question that will guide the discussion. He then presents short passages from classical commentaries, rabbinic responsa or philosophical works, explaining context and key terms. Participants are invited to share reactions and pose questions, either verbally or through the chat function. The goal is not to cover large amounts of material but to engage deeply with a few meaningful ideas.
Sessions are recorded and uploaded to a video channel, allowing people to review content at their own pace. Some participants watch live, others view recordings during commutes or lunch breaks. This flexibility has attracted learners who could never commit to a fixed weekly schedule.
Tools That Support Engagement
Sayani relies on widely available platforms rather than specialized religious education software. He uses Zoom for live sessions, YouTube for archived videos, and cloud-based note-taking applications to share supplementary material. These choices keep costs low and eliminate technical barriers for participants who may not be comfortable with complex software.
He has learned through trial and error which features enhance learning and which create distractions. Screen sharing works well for displaying texts. Breakout rooms allow small-group discussions during longer sessions. Polls and reaction emojis provide quick feedback on whether participants are following the material. Features like virtual backgrounds and filters are disabled to maintain a professional atmosphere.
Educational researchers have documented how digital platforms have transformed religious education, making it possible to reach geographically dispersed audiences and accommodate different learning styles. A 2023 study on Jewish education in the digital era found that online classes attracted participants who had never attended in-person programs, including people in rural areas, those with disabilities and individuals exploring Judaism from outside the faith.
Sayani has seen this pattern firsthand. Several regular participants in his online classes live hours away from Queens and had no prior connection to Clearview Jewish Center. Others are elderly or have health conditions that make travel difficult. A few are exploring Judaism and wanted to learn in a low-pressure environment before deciding whether to visit a synagogue.
“For many people, the first step is simply knowing that they can explore without committing to anything,” Sayani said. “An online class offers anonymity. You can turn off your camera, listen and leave without anyone approaching you afterward. That anonymity can actually lower barriers to deeper engagement later.”
Challenges and Limitations
Despite the benefits, Sayani acknowledges that digital learning has limitations. It is harder to build personal relationships when interactions happen primarily through screens. Body language and subtle social cues get lost in video format. Technical glitches can disrupt the flow of a session, and not everyone has access to reliable internet or appropriate devices.
He also worries about the long-term effects of replacing physical gatherings with virtual ones. “There is something irreplaceable about sitting in a room with other people, opening books together, arguing face to face,” he said. “I do not want us to lose that. The online tools should expand access, not become a substitute for in-person community.”
To address these concerns, Sayani continues to offer in-person sessions alongside online classes. He encourages local participants to attend physically when possible and reserves certain programs, particularly around holidays, for in-person gatherings only. He also schedules occasional meetups where online participants can gather in person, building relationships beyond the screen.
Looking ahead, Sayani expects digital tools will become even more integral to religious education. Younger generations expect on-demand content and flexible scheduling. Congregations that resist these expectations will struggle to attract and retain participants. But he also believes that success requires more than simply moving content online.
“You cannot just record a lecture and upload it,” he said. “You have to design the experience intentionally. What will keep someone engaged for thirty minutes when they could easily click away? How do you create moments for interaction? How do you build community when people never meet face to face? These are new questions, and we are still learning the answers.“
For now, Sayani focuses on making each session as valuable as possible, whether someone joins live or watches later. He prepares carefully, testing technology before each class and refining his approach based on participant feedback. The work is demanding, but he believes it serves an important purpose.
“Our tradition survived because each generation found ways to transmit it to the next,” he said. “For centuries that meant books and classrooms. Today it also means screens and digital platforms. The medium changes, but the mission remains the same.”
