I recently read an editorial from a college professor titled Why I Won’t Teach Online which details the reasons he would never teach on that particular platform. Overall, he has some good points. He has more weak points, however. The following is my response to his essay.
This seems like a pretty standard argument against change to me. It doesn’t matter what the argument is: the doctor who needs to update her knowledge of nutrition or a hiring manager who needs to adjust his perception of what people with disabilities are capable of doing. Change involves doing things differently, and there are a rare few who embrace the discomfort involved in change.
Continue reading “Rebuttal — Why I Am Open to Teaching Online”
Although it rarely serves me well, I really like it when I can conclude that the answer is black or white. If the answer is clearly one side rather than the other, then I know where I stand. I like knowing where I stand, which doesn’t require me to be in that messy, uncomfortable in-between place. There are no subtleties or much effort required to fully understand a situation or person if the answer is seemingly clear. However, the answer is hardly ever simple, and I believe to understand the full complexity of something often necessitates being uncomfortable.
That is the result of the dissertation research of David D. Hoffman titled, “Considering the Crossroads of Distance Education: The Experiences of Instructors as They Transitioned to Online or Blended Courses.” It’s the reaction of instructors as they live in the anxiety provoking space of learning a complex new tool. If we could get a peek into their story, it might sound something like this.
Continue reading “The Magic of Coffee – Teachers New to Online Learning”