Online Learning and the Education Encounter in a Neo-Liberal University: A Case Study

Abstract

Online education is an increasingly important element of contemporary higher education, but many argue its potential has not been fully realised. Attempts to analyse the limits on educators' uptake or effective implementation of online education emphasise individual and institutional adaptation to technology, at the expense of understanding the context of its introduction and use. In contrast, we apply Biesta's (2006) and Connell's (2013) conceptualisation of the education encounter as a tool for analysing educators' engagement with online education technologies. We argue that educators' uses of these technologies must be contextualised within the ideologies and practices of neo-liberal universities. Educators' sometimes tentative uptake of online education reflects their attempts to manage the ideals of the education encounter with new managerialist demands. We conclude that understanding how and why educators use online education necessitates accounting for the importance of relationships between educators and students, and educators and their institutions.

Exploring faculty perception on the COVID-19 imposed shift in higher education of Bangladesh: A neoliberal analysis

“…Effective online education has become a critical element in renowned universities even before the pandemic ( Natalier and Clarke, 2015 ). There are some prerequisites for effective online education ( Chowdhury et al, 2018 ; Kebritchi et al, 2017 ).…”

“… …Educators organize their teaching to respond to the demands of their institution and in so doing, are unable to implement online education in ways that build the kinds of relationships with students that are necessary to pursue meaningful and challenging education. ( Natalier and Clarke 2015 : 62) …”

“… Kebritchi et al (2017) claimed that there are three major components of an online education environment: learners, content, and instructors, and these components will be affected by transitions from face to face to online. Various researches showed that apart from faculties, content, and students, institutional context is important for effective online education ( Chowdhury et al, 2018 ; Kebritchi et al, 2017 ; Natalier and Clarke, 2015 ).…”

“…Because of these issues, the participation in online classes is often disrupted which hinders spontaneous discussions on the course topics ( Al-Masum and Chowdhury, 2013 ). Yet the faculties have to follow the institutional rules and regulations rather than concentrating on the pedagogy for effective online education ( Natalier and Clarke, 2015 ). Bangladeshi students, faculties, and institutions lack preparedness which is necessary for effective online education ( Kebritchi et al, 2017 ).…”

Book Review – 2020

“…Education has been re-envisioned as any other good or service, to be provided and delivered through market mechanisms that foster consumer-provider relationships. The practices and technologies of online and distance education, in particular, have often fallen prey to the neoliberal dogma of efficiency, cost effectiveness and the measurement of everything (Keehn, Anderson & Boyles 2018;Natalier & Clarke 2015).…”