Open AccessPandemagogy and Online Teaching: A Case for Online Teaching
Author(s) -
Shehnoor Khurram
Publication year - 2021
Publication title -
new sociology
Language(s) - English
Resource type - Journals
eISSN - 2563-3694
pISSN - 2563-3686
DOI - 10.25071/2563-3694.83
Subject(s) - the internet , covid-19 , pandemic , reflection (computer programming) , internet privacy , internet access , public relations , online teaching , online learning , work (physics) , transmission (telecommunications) , political science , sociology , psychology , computer science , multimedia , world wide web , medicine , engineering , telecommunications , mathematics education , mechanical engineering , disease , pathology , infectious disease (medical specialty) , programming language
The Coronavirus pandemic (COVID-19) is not merely a medical crisis; it is also a social one. It has paralyzed all aspects of public life, leading to closures of all “non-essential” public spaces, chief among them, schools. Universities across Canada have shut down and moved online in an attempt to halt the transmission of the deadly virus. What many initially thought would be remote learning for just a few weeks, turned into months. Now, for the foreseeable future, remote learning will be the new normal. However, this poses unique challenges for educators and students, because there is no universal access to high-speed internet in Canada, which means that those who have access to it can transition online with ease; while those who do not have access are left behind. In an effort to work through these challenges, this reflection paper offers an autoethnographic account of online learning and its associated challenges during COVID-19. It makes the case for public internet and pandemagogy.