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

Alison MacKenzie, Alexander Bacalja, Devisakti Annamali, Argyro Panaretou, Prajakta Girme, Maria Cutajar, Sandra Abegglen, Marshall Evens, Fabian Neuhaus, Kylie Wilson, Katerina Psarikidou, Marguerite Koole, Stefan Hrastinski, Sean Sturm, Chie Adachi, Karoline Schnaider, Aras Bozkurt, Chrysi Rapanta, Chryssa Themelis, Klaus ThestrupTom Gislev, Alex Örtegren, Eamon Costello, Gideon Dishon, Michael Hoechsmann, Jackeline Bucio, Guadalupe Vadillo, Melchor Sánchez-Mendiola, Greta Goetz, Helder Lima Gusso, Janine Aldous Arantes, Pallavi Kishore, Mikkel Lodahl, Juha Suoranta, Lina Markauskaite, Sara Mörtsell, Tanya O’Reilly, Jack Reed, Ibrar Bhatt, Cheryl Brown, Kathryn MacCallum, Cecile Ackermann, Carolyn Alexander, Ameena Leah Payne, Rebecca Bennett, Cathy Stone, Amy Collier, Sarah Lohnes Watulak, Petar Jandrić, Michael Peters, Lesley Gourlay

Research output: Contribution to journalArticlepeer-review

3 Citations (Scopus)
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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 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.
Original languageEnglish
Pages (from-to)1-59
Number of pages59
JournalPostdigital Science and Education
DOIs
Publication statusE-pub ahead of print - 2021

Keywords

  • Campus learning
  • Collective response
  • Covid-19
  • Digital learning
  • Distant learning
  • Manifesto for teaching online
  • Postdigital

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