Opportunities and limitations regarding praxis in online education - three narratives
Peer reviewed, Journal article
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Original version19th European Conference on e-Learning. 2020, 278-283 (https://www.academic-conferences.org/conferences/ecel/ecel-future-and-past/) 10.34190/EEL.20.034
The corona crisis has challenged the academic organizations and their employees. In particular, the employees who have concentrated on live “performances” and live seminars have had to move to digital platforms. However, many academics have already done the shift, or at least a semi-shift to digital platforms. Some academics have recorded lectures, while some have done online lecturing. There are a variety of aids and tools for academics to use. The limitation for many is TIME. Generally speaking, one has enough with lecturing and all the preparations, correcting assignments, student contact, evaluating, reports to deans and whatnot. The time to explore and play with tools is simply not within the normal amount of academic hours. Nonetheless, the corona crisis has contributed to many academics taking a plunge into the online world, some gladly, some “kicking and screaming”. Through three narratives, we present the work-life of “online academics”, our experiences with online lecturing, online seminars and our own research on online education. Our point of departure is the opportunities and limitations that lie in the use of tools, exploring the nature of the online medium and our own experimentation. We will present theory that we have found useful for the explorative approach to online education. Our data are our own experiences, as we discuss our experiences and conclude with suggestions for further opportunities and eventual limitations regarding online education.