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

Research output: Contribution to Journal/Magazine › Journal article

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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; Annamali, Devisakti et al.
In: Postdigital Science and Education, Vol. 4, No. 2, 30.04.2022, p. 271-329.

Research output: Contribution to Journal/Magazine › Journal article

Harvard

MacKenzie, A, Bacalja, A, Annamali, D, Panaretou, A, Girme, P, Cutajar, M, Abegglen, S, Evens, M, Neuhaus, F, Wilson, K, Psarikidou, K, Koole, M, Hrastinski, S, Sturm, S, Adachi, C, Schnaider, K, Bozkurt, A, Rapanta, C, Themelis, C, Thestrup, K, Gislev, T, Örtegren, A, Costello, E, Dishon, G, Hoechsmann, M, Bucio, J, Vadillo, G, Sánchez-Mendiola, M, Goetz, G, Gusso, HL, Arantes, JA, Kishore, P, Lodahl, M, Suoranta, J, Markauskaite, L, Mörtsell, S, O’Reilly, T, Reed, J, Bhatt, I, Brown, C, MacCallum, K, Ackermann, C, Alexander, C, Payne, AL, Bennett, R, Stone, C, Collier, A, Watulak, SL, Jandrić, P, Peters, M & Gourlay, L 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, vol. 4, no. 2, pp. 271-329. https://doi.org/10.1007/s42438-021-00259-z

APA

MacKenzie, A., Bacalja, A., Annamali, D., Panaretou, A., Girme, P., Cutajar, M., Abegglen, S., Evens, M., Neuhaus, F., Wilson, K., Psarikidou, K., Koole, M., Hrastinski, S., Sturm, S., Adachi, C., Schnaider, K., Bozkurt, A., Rapanta, C., Themelis, C., ... Gourlay, L. (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), 271-329. https://doi.org/10.1007/s42438-021-00259-z

Vancouver

MacKenzie A, Bacalja A, Annamali D, Panaretou A, Girme P, Cutajar M et al. 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. 2022 Apr 30;4(2):271-329. Epub 2021 Oct 29. doi: 10.1007/s42438-021-00259-z

Author

MacKenzie, Alison ; Bacalja, Alexander ; Annamali, Devisakti et al. / Dissolving the Dichotomies Between Online and Campus-Based Teaching : a Collective Response to The Manifesto for Teaching Online (Bayne et al. 2020). In: Postdigital Science and Education. 2022 ; Vol. 4, No. 2. pp. 271-329.

Bibtex

@article{12e84835a09e48d888ce3ede11b0dbc9,
title = "Dissolving the Dichotomies Between Online and Campus-Based Teaching: a Collective Response to The Manifesto for Teaching Online (Bayne et al. 2020)",
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.",
keywords = "Collective response, Manifesto for teaching online, Digital learning, Campus learning, Distant learning, Covid-19, Postdigital",
author = "Alison MacKenzie and Alexander Bacalja and Devisakti Annamali and Argyro Panaretou and Prajakta Girme and Maria Cutajar and Sandra Abegglen and Marshall Evens and Fabian Neuhaus and Kylie Wilson and Katerina Psarikidou and Marguerite Koole and Stefan Hrastinski and Sean Sturm and Chie Adachi and Karoline Schnaider and Aras Bozkurt and Chrysi Rapanta and Chryssa Themelis and Klaus Thestrup and Tom Gislev and Alex {\"O}rtegren and Eamon Costello and Gideon Dishon and Michael Hoechsmann and Jackeline Bucio and Guadalupe Vadillo and Melchor S{\'a}nchez-Mendiola and Greta Goetz and Gusso, {Helder Lima} and Arantes, {Janine Aldous} and Pallavi Kishore and Mikkel Lodahl and Juha Suoranta and Lina Markauskaite and Sara M{\"o}rtsell and Tanya O{\textquoteright}Reilly and Jack Reed and Ibrar Bhatt and Cheryl Brown and Kathryn MacCallum and Cecile Ackermann and Carolyn Alexander and Payne, {Ameena Leah} and Rebecca Bennett and Cathy Stone and Amy Collier and Watulak, {Sarah Lohnes} and Petar Jandri{\'c} and Michael Peters and Lesley Gourlay",
year = "2022",
month = apr,
day = "30",
doi = "10.1007/s42438-021-00259-z",
language = "English",
volume = "4",
pages = "271--329",
journal = "Postdigital Science and Education",
issn = "2524-4868",
publisher = "Springer",
number = "2",

}

RIS

TY - JOUR

T1 - Dissolving the Dichotomies Between Online and Campus-Based Teaching

T2 - a Collective Response to The Manifesto for Teaching Online (Bayne et al. 2020)

AU - MacKenzie, Alison

AU - Bacalja, Alexander

AU - Annamali, Devisakti

AU - Panaretou, Argyro

AU - Girme, Prajakta

AU - Cutajar, Maria

AU - Abegglen, Sandra

AU - Evens, Marshall

AU - Neuhaus, Fabian

AU - Wilson, Kylie

AU - Psarikidou, Katerina

AU - Koole, Marguerite

AU - Hrastinski, Stefan

AU - Sturm, Sean

AU - Adachi, Chie

AU - Schnaider, Karoline

AU - Bozkurt, Aras

AU - Rapanta, Chrysi

AU - Themelis, Chryssa

AU - Thestrup, Klaus

AU - Gislev, Tom

AU - Örtegren, Alex

AU - Costello, Eamon

AU - Dishon, Gideon

AU - Hoechsmann, Michael

AU - Bucio, Jackeline

AU - Vadillo, Guadalupe

AU - Sánchez-Mendiola, Melchor

AU - Goetz, Greta

AU - Gusso, Helder Lima

AU - Arantes, Janine Aldous

AU - Kishore, Pallavi

AU - Lodahl, Mikkel

AU - Suoranta, Juha

AU - Markauskaite, Lina

AU - Mörtsell, Sara

AU - O’Reilly, Tanya

AU - Reed, Jack

AU - Bhatt, Ibrar

AU - Brown, Cheryl

AU - MacCallum, Kathryn

AU - Ackermann, Cecile

AU - Alexander, Carolyn

AU - Payne, Ameena Leah

AU - Bennett, Rebecca

AU - Stone, Cathy

AU - Collier, Amy

AU - Watulak, Sarah Lohnes

AU - Jandrić, Petar

AU - Peters, Michael

AU - Gourlay, Lesley

PY - 2022/4/30

Y1 - 2022/4/30

N2 - 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.

AB - 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.

KW - Collective response

KW - Manifesto for teaching online

KW - Digital learning

KW - Campus learning

KW - Distant learning

KW - Covid-19

KW - Postdigital

U2 - 10.1007/s42438-021-00259-z

DO - 10.1007/s42438-021-00259-z

M3 - Journal article

VL - 4

SP - 271

EP - 329

JO - Postdigital Science and Education

JF - Postdigital Science and Education

SN - 2524-4868

IS - 2

ER -