TEACHSOC: Re: on-line teaching

[Lutz Kaelber]

By real academic discourse I mean informed assessment of and critical reflection on events or topics relevant to sociology. The information derives from the instructor modeling how to think sociologically, as well as the students reading pertinent texts, which they then discuss or use in an assignment. Real academic discourse is the opposite of "information lite," fed to the students by much of the popular media.   I don't believe you are asking me for an essentialist definition of the term, are you? If you do, I would recommended reading up on the literature on Critical Rationalism, particularly Karl Popper.   Lutz ----- Original Message ----- From: Chris Taylor To: teachsoc@googlegroups.com Sent: Thursday, September 01, 2005 1:14 PM Subject: TEACHSOC: Re: on-line teaching I haven't found that to be the case, but it depends on so many variables, course design, the instructor's involvement, etc. Task-oriented assignments are important, as well as collaborative work. As I mentioned in the previous e-mail, a big problem is gate keeping. For instance, I'm not sure what is meant by "real academic discourse?" How do we define what is or isn't "real discourse" and who is worthy of inclusion in that discussion? Chris Lutz Kaelber wrote: Much of the discussion I have observed, both as a student and as an instructor, in on-line undergraduate courses without adult learners has been flat and superficial, or what I would call a postmodern simulacrum of real academic discourse (after all, it's the appearance, not the content, that counts). Students often stated their opinions without relating them to class materials. Task-oriented on-line assignments resulted in better outcomes.   Lutz