Dissolving the Dichotomies Between Online and Campus-Based Teaching: a Collective Response to The Manifesto for Teaching Online (Bayne et al. 2020)

MacKenzie, Alison; Bacalja, Alexander; Psarikidou, Katerina; Koole, Marguerite; Hrastinski, Stefan; Sturm, Sean; Adachi, Chie; Schnaider, Karoline; Bozkurt, Aras; Rapanta, Chrysi; Themelis, Chryssa; Thestrup, Klaus; Annamali, Devisakti; Gislev, T; Örtegren, A; Costello, E; Dishon, G; Hoechsmann, M; Bucio, J; Vadillo, G; Sánchez-Mendiola, M; Goetz, G; Gusso, HL; Panaretou, Argyro; Arantes, JA; Kishore, P; Lodahl, M; Suoranta, J; Markauskaite, L; Mörtsell, S; O’Reilly, T; Reed, J; Bhatt, I; Brown, C; Girme, Prajakta; MacCallum, K; Ackermann, C; Alexander, C; Payne, AL; Bennett, R; Stone, Cathy; Collier, A; Lohnes Watulak, S; Jandrić, P; Peters, M; Cutajar, Maria; Gourlay, L; Abegglen, Sandra; Evens, Marshall; Neuhaus, Fabian; Wilson, Kylie

Title: Dissolving the Dichotomies Between Online and Campus-Based Teaching: a Collective Response to The Manifesto for Teaching Online (Bayne et al. 2020)
Creator: MacKenzie, Alison; Bacalja, Alexander; Psarikidou, Katerina; Koole, Marguerite; Hrastinski, Stefan; Sturm, Sean; Adachi, Chie; Schnaider, Karoline; Bozkurt, Aras; Rapanta, Chrysi; Themelis, Chryssa; Thestrup, Klaus; Annamali, Devisakti; Gislev, T; Örtegren, A; Costello, E; Dishon, G; Hoechsmann, M; Bucio, J; Vadillo, G; Sánchez-Mendiola, M; Goetz, G; Gusso, HL; Panaretou, Argyro; Arantes, JA; Kishore, P; Lodahl, M; Suoranta, J; Markauskaite, L; Mörtsell, S; O’Reilly, T; Reed, J; Bhatt, I; Brown, C; Girme, Prajakta; MacCallum, K; Ackermann, C; Alexander, C; Payne, AL; Bennett, R; Stone, Cathy; Collier, A; Lohnes Watulak, S; Jandrić, P; Peters, M; Cutajar, Maria; Gourlay, L; Abegglen, Sandra; Evens, Marshall; Neuhaus, Fabian; Wilson, Kylie
Relation: Postdigital Science and Education Vol. 4, Issue 2, p. 271-329
Publisher Link: http://dx.doi.org/10.1007/s42438-021-00259-z
Publisher: Springer
Resource Type: journal article
Date: 2022
Description: AbstractThis 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.
Subject: collective response; manifesto for teaching online; digital learning; campus learning; distant learning; covid-19; SDG 4; Sustainable Development Goals
Identifier: http://hdl.handle.net/1959.13/1470256
Identifier: uon:48405
Identifier: ISSN:2524-485X
Language: eng
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