Avoiding Techno Traps in Distance Learning

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As another virtual university semester unfolds, fatigue and declining satisfaction with this remote format seem to be increasingly felt on both sides of the screen.

On the one hand, there are students worried about the quality of the courses they are taking, but above all, they are missing out on campus and community life. On the other hand, there are teachers feeling breathlessly short of resources, who have been pushed overnight to change their practices and run their classes from home.

Beyond the purely pedagogical impacts, the issue of mental health for everyone is of concern today. Having personally had to give online courses to more than 250 undergraduate students over these past weeks, I have been able to experience these issues and to feel the limits of this new way of teaching.

What to do with students who have to share their workspace with the rest of the family, who don’t have a good grasp of these different tools or who have to learn how to use a range of different applications for each of their courses?

These issues also illustrate the very real risk of creating new barriers to inclusion in education.

So, before mobilizing such hardware, it is important to consider not only the ability of students to grasp it, but also the ability of teachers to train themselves sufficiently to offer a positive learning experience. More importantly, this is also an opportunity to learn about other modes of distance education and finally to move away from a vision requiring more and more tools and overstimulation.

What if one of the answers to the challenges of distance learning is to go back to basics and set up contexts that are less “techno” and more human?

In their work on the experience economy, consultants Joseph Pine and Jim Gilmore explore how value can be created based on the experience of “guests” (whether as consumers in shops or visitors to museums). They propose four categories for experience: educational, entertainment, escapist and esthetic. “Esthetic” experiences, they argue, are those in which participants are invited to adopt a contemplative posture. The experience then aims at harmony of the senses and attaining a kind of individual fullness.

An example of that could be a visit to a museum, where people walk around, sit on a bench and get lost in their thoughts. It contrasts sharply with an entertainment experience such as a music show or an amusement park. It’s a celebration of slowness, of a more subtle but equally engaging non-technological stimulation.

This kind of call for a slower, more informal pedagogical approach isn’t new. Moreover, the idea of lowering the pace, or to prune the content a little to facilitate retention without affecting the quality, was slowly gaining ground long before the pandemic.

Create an atmosphere conducive to reflection

So, instead of using yet another collaborative tool during a Zoom course, why not simply create an atmosphere conducive to reflection through a warm decor, a little nature, something to watch or music that is pleasant to listen to?

Similarly, why not open the virtual rooms earlier, or close them later, for those who want to exchange in a more informal setting. Why not send the content in advance so as to take advantage of these so-called “synchronous moments” to interact and inject some human warmth?

Finally, it is possible to enhance non-visual stimuli to allow students to take a break from their screens for even a brief moment. The simple act of recording podcast episodes or transmitting assessments via audio not only gives students a break for their eyes but also offers more flexibility in when and where they can view the content. The opportunity has also come to rediscover the charms of a simple telephone conversation, instead of another videoconference.

Since this virtual mode of teaching is expected to continue at least until next fall or winter and to play a greater role in university curricula after the pandemic, it is not too late to imagine modes of engagement that are more mindful of individual constraints.

According to Pine and Gilmore, any good experience must be thought of in the broader context in which it takes place. So, rather than relying on the equivalent of an online lecture, let’s reconsider. Keep in mind the constraints of the moment and imagine courses that allow you to vary the contexts in which you immerse yourself, whether it’s by the fire or even under the comforter!

Conclusion

In conclusion, instead of falling into the trap of techno-solutions, we should consider alternative approaches that prioritize human connection and contemplation. By creating an atmosphere conducive to reflection and allowing students to take breaks from their screens, we can make distance learning more inclusive and effective.

FAQs

Q: What are the main challenges of distance learning?
A: The main challenges of distance learning are the lack of human connection, the risk of creating new barriers to inclusion, and the pressure to use more technology to capture student attention.

Q: What are some alternative approaches to distance learning?
A: Some alternative approaches to distance learning include creating an atmosphere conducive to reflection, using non-visual stimuli, and allowing students to take breaks from their screens.

Q: Why is it important to consider the constraints of the moment when designing distance learning courses?
A: It is important to consider the constraints of the moment when designing distance learning courses because it allows us to prioritize human connection and contemplation, and to create courses that are more mindful of individual constraints.