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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/Conference contribution in journal/Contribution to newspaperJournal articleResearchpeer-review

  • Alison MacKenzie, Queen's University Belfast
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  • Alexander Bacalja, Melbourne Graduate School of Education
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  • Devisakti Annamali, Universiti Sains Malaysia
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  • Argyro Panaretou, Lancaster University
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  • Prajakta Girme, Dublin City University
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  • Maria Cutajar, University of Malta
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  • Sandra Abegglen, University of Calgary
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  • Marshall Evens, University of Calgary
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  • Fabian Neuhaus, University of Calgary
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  • Kylie Wilson, University of Calgary
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  • Katerina Psarikidou, University of Sussex
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  • Marguerite Koole, University of Saskatchewan
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  • Stefan Hrastinski, Royal Institute of Technology
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  • Sean Sturm, The University of Auckland
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  • Chie Adachi, Deakin University
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  • Karoline Schnaider, Umeå University
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  • Aras Bozkurt, Anadolu University
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  • Chrysi Rapanta, NOVA University Lisbon
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  • Chryssa Themelis, Norwegian University of Science and Technology
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  • Klaus Thestrup
  • Tom Gislev
  • Alex Örtegren, Umeå University
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  • Eamon Costello, Dublin City University
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  • Gideon Dishon, Ben-Gurion University of the Negev
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  • Michael Hoechsmann, Lakehead University
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  • Jackeline Bucio, Universidad Nacional Autonoma de Mexico
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  • Guadalupe Vadillo, Universidad Nacional Autonoma de Mexico
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  • Melchor Sánchez-Mendiola, Universidad Nacional Autonoma de Mexico
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  • Greta Goetz, University of Belgrade
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  • Helder Lima Gusso, Universidade Federal de Santa Catarina
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  • Janine Aldous Arantes, Victoria University
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  • Pallavi Kishore, O.P. Jindal Global University
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  • Mikkel Lodahl, Dania Academy
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  • Juha Suoranta, Tampere University
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  • Lina Markauskaite, University of Sydney
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  • Sara Mörtsell, University of Gävle
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  • Tanya O’Reilly, Stockholm University
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  • Jack Reed, University of Edinburgh
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  • Ibrar Bhatt, Queen's University Belfast
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  • Cheryl Brown, University of Canterbury
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  • Kathryn MacCallum, University of Canterbury
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  • Cecile Ackermann, University of Canterbury
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  • Carolyn Alexander, FarNet
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  • Ameena Leah Payne, Deakin University
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  • Rebecca Bennett, Murdoch University
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  • Cathy Stone, University of Newcastle, Curtin University
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  • Amy Collier, Middlebury College
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  • Sarah Lohnes Watulak, Middlebury College
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  • Petar Jandrić, Zagreb University of Applied Sciences, University of Wolverhampton
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  • Michael Peters, Beijing Normal University
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  • Lesley Gourlay, University College London

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.

Original languageEnglish
JournalPostdigital Science and Education
Volume4
Issue2
Pages (from-to)271-329
Number of pages59
ISSN2524-485X
DOIs
Publication statusPublished - Apr 2022

Bibliographical note

Publisher Copyright:
© 2021, The Author(s).

    Research areas

  • Campus learning, Collective response, Covid-19, Digital learning, Distant learning, Manifesto for teaching online, Postdigital

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