Dissolving the Dichotomies Between Online and Campus-Based Teaching: a Collective Response to The Manifesto for Teaching Online (Bayne et al. 2020)
Type
ArticleAuthor/s
MacKenzie, AlisonBacalja, Alexander
Annamali, Devisakti
Panaretou, Argyro
Girme, Prajakta
Cutajar, Maria
Abegglen, Sandra
Evens, Marshall
Neuhaus, Fabian
Wilson, Kylie
Psarikidou, Katerina
Koole, Marguerite
Hrastinski, Stefan
Sturm, Sean
Adachi, Chie
Schnaider, Karoline
Bozkurt, Aras
Rapanta, Chrysi
Themelis, Chryssa
Thestrup, Klaus
Gislev, Tom
Örtegren, Alex
Costello, Eamon
Dishon, Gideon
Hoechsmann, Michael
Bucio, Jackeline
Vadillo, Guadalupe
Sánchez-Mendiola, Melchor
Goetz, Greta
Gusso, Helder Lima
Arantes, Janine Aldous
Kishore, Pallavi
Lodahl, Mikkel
Suoranta, Juha
Markauskaite, Lina
Mörtsell, Sara
O'Reilly, Tanya
Reed, Jack
Bhatt, Ibrar
Brown, Cheryl
MacCallum, Kathryn
Ackermann, Cecile
Alexander, Carolyn
Payne, Ameena Leah
Bennett, Rebecca
Stone, Cathy
Collier, Amy
Lohnes Watulak, Sarah
Jandri_, Petar
Peters, Michael
Gourlay, Lesley
Abstract
This 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 ...
See moreThis 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.
See less
See moreThis 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.
See less
Date
2021Share