Online learning is enormously different to the practice of face-to-face learning, this means that these methods cannot be approached using the same pedagogical principles. When discussing pedagogical principles, the idea of pedagogical artefacts arises, the example given of these are computers. They are referred to in such a way due to their ability to foster the transmission of ideas between learners, without physical barriers.
This use of computers as pedagogy is a rather corporate idea which does have its benefits, the use of technology to provide knowledge to students, put very simply, cuts labour costs. It does this whilst also removing barriers such as the restriction of admission numbers imposed by face-to-face teaching. This virtual approach, to university learning, in particular, allows more students to enrol, so there are more students paying fees and the institution has fewer outgoing payments on staff wages (Thompson, 1999).
The movement to online learning which I predict will occur within the next 15 years, or possibly sooner due to the approach to education and learning required because of Covid-19 restrictions, is not just a replacement of our current face-to-face system. It is possible and rather likely that this virtual education, with the help of advanced technology available, is able to be providing a higher quality of learning (Turoff, 1995).
As I mentioned previously, the long-term benefit of online learning is that huge savings are made (Thompson, 1999). This remains true; however, it is important to recognise the initial expense of moving to online learning from face-to-face teaching. This expense is due to the initial cost of proving and using good quality, reliable technology and educators. These high expenses are worth the price due to the effectiveness of the education provided. For the most effective learning, I suggest that in 15 years we will have a blended learning approach, of both asynchronous and synchronous learning. This means that learning will be a combination of materials being available anytime, in any place and having sessions which are live, providing personal connections between pupils and their teachers (Ally, 2004).
I completely disagree with the continued use of pedagogy, when moving to online learning, pedagogy should not be used as the approach to teaching. Andragogical principles are far more appropriate and applicable to this style of teaching. Approaching teaching using andragogy allows for the possibilities of learning, in both children and adults, to be widened (Samaroo, Cooper, and Green, 2013 cited in Lambert et al., 2014). Andragogy is at the other end of the spectrum to pedagogy; it encourages self-directed learning as opposed to dependant learning most seen in classrooms using pedagogy (Knowles, 1980). The use of andragogy rather than pedagogy allows teachers to encourage children to become active participants in their society, whilst assisting children to take charge of their own learning (Peterson, 2006). This is the future of education that I would like to see.
I had a look into the idea you mentioned about computers being pedagogical artefacts and I find it to be very problematic. It raises the difficult notion that knowledge can be bought and sold by shareholders who then are able to control what is taught, making decisions with regard to profit margins rather than the quality of learning This does not seem like a beneficial future for the current education system if we are to be putting students first.-Thompson (1999).
I do not agree that online learning is able to be more effective than face-to-face learning. This is purely due to the challenges that online learning creates for learning theory. I believe that all learning must be learner-centred, technology makes it very difficult for teachers to assess the prior knowledge pupils are bringing to their lessons. In face-to-face sessions, a teacher is able to see how a pupil is feeling and progressing simply by their body language, if they are not engaged it is obvious. This is not the case with the current technology, so there must be a call for more intelligent technology before we can move online permanently – Anderson (2004)
As a student who has participated in online learning, I have found it to be a preferable alternative to face-to-face learning. I have read the work of Johnston, Killion and Oomen (2005) and found it very relatable. This learning style has suited me as I am quite shy and found it far easier to participate online, I was happy to ask questions and participate in debates whilst being able to work at the level I am happy with, in any location. – Anonymous university student.