It will take a very long time for us to fully understand the long-term impact of the current COVID-19 crisis, and all the horrors it has bought to the world. By “us” I mean Higher Education, but of course this applies globally. Last month, in the space of a week many universities (including of course my own) underwent the kinds of changes that would normally take five years or more to effect; and it is unclear when any kind of “normality”, as visible in the familiar processes of face to face Higher Education, will return. Given the great dependence of the global HE sector on academic and student mobility, and (some argue), the generally disorganized nature of many Western governments’ initial responses to suppressing the outbreak, some predictions estimate that it may be March 2021, or even later in Western Europe, before such normality can resume.
As the next academic year approaches – and its potential timing is discussed – we need to consider online teaching as a matter of resilience. After all proto-Internet itself emerged in the 1960s and 1970s partly as a response to the shadow of Cold War, providing a means of channelling executive command decisions through “distributed networks” which could survive nuclear attack. Given that COVID-19 and/or other pandemics may well recur, we have responsibility to our students, and each other, to consider how we might weather such storms in the future.
More importantly though, it is a matter of pedagogy. One thing to say at the start, which is extremely obvious within the DH community, but which still perhaps needs re-stating, is that moving teaching normally done face to face online at a time of emergency is not the same thing as online pedagogy, never mind good online pedagogy. No one – academics, students, management – should expect it to be. Once this fundamental truth is acknowledged, there opens up a range of important and self-reflective questions that DH as a field needs to ask about what good online pedagogy is. This post attempts to pose – if not answer – some of these questions.