MacKenzie, Alison and Bacalja, Alexander and Annamali, Devisakti and Panaretou, Argyro and Girme, Prajakta and Cutajar, Maria and Abegglen, Sandra and Evens, Marshall and Neuhaus, Fabian and Wilson, Kylie and Psarikidou, Katerina and Koole, Marguerite and Hrastinski, Stefan and Sturm, Sean and Adachi, Chie and Schnaider, Karoline and Bozkurt, Aras and Rapanta, Chrysi and Themelis, Chryssa and Thestrup, Klaus and Gislev, Tom and Örtegren, Alex and Costello, Eamon and Dishon, Gideon and Hoechsmann, Michael and Bucio, Jackeline and Vadillo, Guadalupe and Sánchez-Mendiola, Melchor and Goetz, Greta and Gusso, Helder Lima and Arantes, Janine Aldous and Kishore, Pallavi and Lodahl, Mikkel and Suoranta, Juha and Markauskaite, Lina and Mörtsell, Sara and O’Reilly, Tanya and Reed, Jack and Bhatt, Ibrar and Brown, Cheryl and MacCallum, Kathryn and Ackermann, Cecile and Alexander, Carolyn and Payne, Ameena Leah and Bennett, Rebecca and Stone, Cathy and Collier, Amy and Watulak, Sarah Lohnes and Jandrić, Petar and Peters, Michael and Gourlay, Lesley (2022) Dissolving the Dichotomies Between Online and Campus-Based Teaching:a Collective Response to The Manifesto for Teaching Online (Bayne et al. 2020). Postdigital Science and Education, 4 (2). pp. 271-329. ISSN 2524-4868
Full text not available from this repository.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.