- Online learning will not decrease the need for faculty any more than the printing press did. It just changes our role -- forcing us (in my view, this means freeing us) to focus more on providing the individualized feedback students need to cultivate their intellectual skills and actively construct knowledge of the course material (so that it has enduring impact on their outlook), rather than passively absorbing "knowledge nuggets" to spit back on a test and forget later.
- But that sidesteps the more pressing question, which is whether higher education administrators (and the public at large) will understand this need. Those who view education as simply dumping content knowledge into empty vessels will continue to press for automated content delivery, and faculty are not needed for that. But that process -- which is, after all, what Gutenberg first "atomated" with the printed book -- should not be confused with education.
Friday, September 17, 2010
I'm not sure where this comment will show up on the blog, but I'm responding to the question at the end.
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I tend to agree with everything you've said. When I worked (many years ago) with legislators, it was amazing how many thought that if they provided access to the Internet, education would occur. I fear a lot of people have just such a perception of what it takes to learn.
ReplyDeleteHowever, if faculty are seen less as providers of content and more instigators, designers, and evaluators of learning, then we all need a lot more training in pedagogies than before.