Online Learning: Paradigmatic Shifts in Epistemology and Pedagogy

Progressives, Enemies, and Paradigm Shifts

Online learning, as it continues to experience growth at all levels of education, is progressive for some, an enemy of proper instruction for others, but an undeniable paradigm shift (Kuhn, 1962) that is creating rifts, mountains and valleys regardless of our will to consent to or reject it.  Efforts to engender willingness towards and build expertise in online teaching, such as those implemented by Maureen Andrade (2015) at Utah Valley University, have had vague success, where resistance to and struggles with the implementation of effective online pedagogy follows out of past experience with this medium.  Meanwhile, teacher educators such as Peter Serdyukov (2015) are proposing that old methods cannot be adapted to online education, rather a “special pedagogy” is not only prudent, it is imperative. Both Andrade and Serdyukov argue that a new philosophical foundation, with unique theoretical premises, must be established a priori.

An engagement of all constituents and stakeholders in a conversation about what makes for an effective and impactful pedagogy, coupled with frank communication about market trends and student needs should be our starting point.

A New Pedagogy

Face-to-face contact is a luxury; a focus on grading rather than teaching is a false dichotomy; and limited expertise with technology is an early implementation problem.  The claims made by Andrade (2015) are validated by anecdotal claims and burdened by historicity, but are worth considering as an institution that is increasingly accepting the need for a new pedagogy that is inclusive of, but not entirely beholden to, the broad category of online education.  This new pedagogy is not a mere transposition of former techniques and approaches to a new medium – it cannot be thus (Andrade, 2015; Serdyukov, 2015). At the same time, it would be foolhardy to bend our teaching to the medium we choose to use. Instead, an engagement of all constituents and stake-holders in a conversation about what makes for an effective and impactful pedagogy, coupled with frank communication about market trends and student needs should be our starting point.

Higher and Higher

For example, if we were to agree that students must strive for higher levels of thinking and understanding (Bloom, 1956), then we must derive the best way to get students there, not the other way around.  The limitations of our instruments should not determine the music that is played, rather musical creativity should transpose beauty (musical intent), physicality (musical instruments), and audience (musical apprehension).  Education has made great strides in recent decades, moving students from remembering and understanding to higher levels of analysis of data, evaluation of information and even creation of knowledge. Does technology implicitly limit the levels of learning that are possible?  Or does technology enable, empower and expand our ability as teachers to elevate student learning potential?

Unhealthy Dichotomy

Not too far in our recent past, the predominant debate in educational circles was between those who adhered to traditional teaching methods and those who prescribed to constructivist/progressive/post-modern techniques.  This too was an unhealthy dichotomy, an antagonism that rebelled against the idea that there are more ways than one to skin a cat or dig for money. I have seen effective lessons in student crisis management delivered completely online, completely devoid of face-to-face contact that were extremely well-designed, and daresay, transformative.  Traditional methodologies as employed in Martin Luther King Jr.’s “I have a Dream” speech, my pastor’s Sunday sermon, and a TEDtalk on “How to Start a Movement” are memorable, efficacious and pedagogically effective, even if they are hung on the tree of progressivism as enemies of the right way to teach and learn. On the other hand, flipped classrooms have demonstrated that content delivery may not be the best use of face-to-face time, rather interactive and visceral learning may best benefit from social connection and context preceded by content apprehended independently and individually.  

Is there a best way to teach? NOT if you mean one way to teach all subjects to all audiences in all contexts.

In conclusion, is there a best way to teach?  Not if you mean one way to teach all subjects to all audiences in all contexts.  But technology does present challenges at this particular bend, and as we transition from methods more familiar to us, there is an awkwardness in the ways in which we both approach/embrace and resist/bemoan online education.  We may stumble for a time, but authors such as Andrade and Surdyukov are leading the way in this burgeoning field of online learning, where a new pedagogy and new epistemology are both prudent and necessary.

We conclude with three Take-Aways:

• Technology will continue to advance, our willingness to embrace it notwithstanding.
• Online Learning requires new methodologies and epistemologies.
• Online Learning therefore frees us from past philosophical burdens and allows for fresh perspectives and innovations in education.

Dr. Eugene P. Kim is a professor of doctoral programs at Concordia University Irvine where he currently teaches, writes and speaks on topics ranging from gratitude, educational innovation, ethical leadership, international business, and quantitative data analysis. Dr. Kim has founded and served on boards of schools, colleges, non-profits and companies around the world.

Resources

Teaching Online: A Theory-based Approach to Student Success
Maureen Snow Andrade
Journal of Education and Training Studies
Vol. 3, No. 5; September 2015
ISSN 2324-805X   E-ISSN 2324-8068
Published by Redfame Publishing
URL: http://jets.redfame.com

Does Online Education Need a Special Pedagogy?
Peter Serdyukov
Journal of Computing and Information Technology
Vol. 1; pp. 61-74; 2015
doi:10.2498/cit.1002511

The Structure of Scientific Revolutions
Thomas Kuhn
University of Chicago Press
1962
ISBN: 9780226458113