On the unintended consequences of online teaching: A response

Keywords: Teaching, learning, online education, encounters, pedagogy

Abstract

This article is a response to claims that online education is a pedagogical risk for teaching-learning. Of course, notions of privacy, authenticity, and ownership are real challenges to higher education but these complexities do not have to subvert engaged teaching-learning at higher education institutions. I offer a brief response as to why teaching-learning as a deliberative encounter does not have to be sacrificed with-in online education.    

Author Biography

Y. Waghid, Stellenbosch University

This article is a response to claims that online education is a pedagogical risk for teaching-learning. Of course, notions of privacy, authenticity, and ownership are real challenges to higher education, but these complexities do not have to subvert engaged teaching-learning at higher education institutions. I offer a brief response as to why teaching-learning as a deliberative encounter does not have to be sacrificed with-in online education.   

References

Waghid, Y. and N. Davids. 2017. Education, assessment, and the desire for dissonance. New York: Peter Lang.

Waghid, Y. 2019. Towards a philosophy of caring in higher education: Pedagogy and nuances of care. New York: Palgrave-MacMillan.

Waghid, Y., F. Waghid, J. Terblanche, and Z. Waghid. 2021. Higher teaching and learning for alternative futures: A renewed focus on critical praxis. New York: Palgrave-MacMillan.

Published
2021-09-18
How to Cite
Waghid, Y. 2021. “On the Unintended Consequences of Online Teaching: A Response”. South African Journal of Higher Education 35 (4), 13-15. https://doi.org/10.20853/35-4-4719.
Section
Leading Article