donald-dissolvingthedichotomies-2021.pdf (3.99 MB)
Dissolving the Dichotomies Between Online and Campus-Based Teaching: a Collective Response to The Manifesto for Teaching Online (Bayne et al. 2020)
journal contribution
posted on 2021-10-29, 00:00 authored by A MacKenzie, A Bacalja, D Annamali, A Panaretou, P Girme, M Cutajar, S Abegglen, M Evens, F Neuhaus, K Wilson, K Psarikidou, M Koole, S Hrastinski, S Sturm, Chie AdachiChie Adachi, K Schnaider, A Bozkurt, C Rapanta, C Themelis, K Thestrup, T Gislev, A Örtegren, E Costello, G Dishon, M Hoechsmann, J Bucio, G Vadillo, M Sánchez-Mendiola, G Goetz, H L Gusso, J A Arantes, P Kishore, M Lodahl, J Suoranta, L Markauskaite, S Mörtsell, T O’Reilly, J Reed, I Bhatt, C Brown, K MacCallum, C Ackermann, C Alexander, Ameena Leah PAYNEAmeena Leah PAYNE, R Bennett, C Stone, A Collier, S Lohnes Watulak, P Jandrić, M Peters, L GourlayAbstractThis article is a collective response to the 2020 iteration of The Manifesto for Teaching Online. Originally published in 2011 as 20 simple but provocative statements, the aim was, and continues to be, to critically challenge the normalization of education as techno-corporate enterprise and the failure to properly account for digital methods in teaching in Higher Education. The 2020 Manifesto continues in the same critically provocative fashion, and, as the response collected here demonstrates, its publication could not be timelier. Though the Manifesto was written before the Covid-19 pandemic, many of the responses gathered here inevitably reflect on the experiences of moving to digital, distant, online teaching under unprecedented conditions. As these contributions reveal, the challenges were many and varied, ranging from the positive, breakthrough opportunities that digital learning offered to many students, including the disabled, to the problematic, such as poor digital networks and access, and simple digital poverty. Regardless of the nature of each response, taken together, what they show is that The Manifesto for Teaching Online offers welcome insights into and practical advice on how to teach online, and creatively confront the supremacy of face-to-face teaching.
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Postdigital Science and EducationVolume
4Issue
2Pagination
271 - 329Publisher
SpringerLocation
Berlin, GermanyPublisher DOI
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2524-485XeISSN
2524-4868Language
EnglishPublication classification
C1 Refereed article in a scholarly journalUsage metrics
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