Online Teaching, It Turns Out, Isn’t Impersonal
Gregory Semenza | December 11, 2015
Believe it or not, debates about the merits of online teaching are more than two decades old. That fact shocked me only because, until this past summer, I’d been so far behind the curve in teaching online courses. I mean actually teaching them — as opposed to weighing in on the practice, regardless of experience. Like so many others, I’d done plenty of the latter.
Since the debate is old — dated and tired — you’ll probably be relieved to know that I don’t intend to engage it here. As the recent Molly Worthen-inspired arguments about lecture versus active learning demonstrate, the tendency of both sides to reduce and demonize their opponent does a major disservice to the real complexities of teaching in any environment.
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| Source: http://nabeeloo.com/2013/02/teaching-problems-teaching-online-is-different/ |
<more at https://chroniclevitae.com/news/1226-online-teaching-it-turns-out-isn-t-impersonal; related links: http://www.nytimes.com/2015/10/18/opinion/sunday/lecture-me-really.html?_r=1 (Lecture Me. Really. October 17, 2015) and http://er.educause.edu/articles/2010/9/the-10-biggest-myths-about-synchronous-online-teaching (The 10 Biggest Myths About Synchronous Online Teaching. September 22, 2010)>
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