This is a three part article (part one, part two, part three) that considers "not only the logistics of making this shift, but also issues of culture, language, and, of course, pedagogy." The first part looks at the creation of the term 'remote learning' as the term of choice, noting that "using the term 'remote' defeats the entire purpose and spirit of online learning." It depicts online learning as a temporary accommodation rather than as a transition to something new. The second part looks at the enormity of change, adding that for teachers with no real experience in the online world, "the fear factor potential is very large and very real." In this light the article considers how scholarship itself is changing, and how academics teaching amidst the pandemic "find themselves in a challenging position that is quite different from what might be considered a normal transition." Maybe so, I would say, but the evidence is that they were never going to transition regardless of the many criticisms of traditional pedagogy. We await part three.
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