Abstract
The use of open education resources and practices is seen as revolutionising contemporary teaching and learning. This can be seen in the ongoing shifts in research, curriculum design and pedagogical practices pushed for in digital learning. The study presented in this chapter focuses upon online learning sites from the perspective of posthumanism and postmodern pedagogy and its design builds upon self-ethnography and non-participant online ethnography. It has three aims: first, explicate the analytical assumptions in relation to online learning embedded in global Northern posthumanism theories in relation to the global Southern Indian communication theory of sadharanikaran; second, present an overview of features of contemporary online educational sites with the intent of illuminating the data that can be relevant for analysing some key spaces for learning; and third, present some preliminary findings on issues and challenges in contemporary online learning sites and highlight pedagogical approaches that emerge from the study.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Anderson, T., & Kanuka, H. (2006). On-line forums [1]: New platforms for professional development and group collaboration. Journal of Computer-Mediated Communication, 3(3), 0–0. https://doi.org/10.1111/j.1083-6101.1997.tb00078.x.
Bagga-Gupta, S., Messina Dahlberg, G., & Gynne, A. (2019). Handling languaging during empirical research: Ethnography as action in and across time and physical-virtual sites. In S. Bagga-Gupta, G. Messina Dahlberg, & Y. Lindberg (Eds.), Virtual sites as learning spaces (pp. 331–382). London: Palgrave Macmillan.
Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Durham: Duke University Press.
Bateson, M. (1972). Our own metaphor; a personal account of a conference on the effects of conscious purpose on human adaptation. New York: Knopf.
Bayley, A. (2018). Posthuman pedagogies in practice: Arts based approaches for developing participatory futures. New York: Springer.
Brown, S., Rust, C., & Gibbs, G. (1994) Strategies for diversifying assessment in higher education. Oxford centre for staff development. – References – Scientific research publishing. (n.d.). SCIRP Open Access. https://www.scirp.org/(S(i43dyn45teexjx455qlt3d2q))/reference/ReferencesPapers.aspx?ReferenceID=882777
Choudhary, B., & Bhattacharya, K. K. (2014). Communication from Indian perspective with special reference to Nātyashāstra. Dev Sanskriti Interdisciplinary International Journal, 4, 62–72. https://doi.org/10.36018/dsiij.v4i0.46.
Cinquin, P., Guitton, P., & Sauzéon, H. (2020). Designing accessible MOOCs to expand educational opportunities for persons with cognitive impairments. Behaviour & Information Technology, 1–19. https://doi.org/10.1080/0144929x.2020.1742381.
Cook, J. P. (2016). The posthumanism curriculum and the teacher [Doctoral dissertation]. https://digitalcommons.georgiasouthern.edu/etd/
Coursera. (n.d.). Coursera online course catalog by topic and skill. Retrieved January 18, 2019, from https://www.coursera.org/browse
DeLanda, M. (2016). Assemblage theory. Edinburgh: Edinburgh University Press.
Donaldson, A. J. M., Topping, K. J., Aitchison, R., Campbell, J., McKenzie, J., & Wallis, D. (1996). Promoting peer assisted learning among students in further and higher education (SEDA paper; No. 96). Birmingham: Staff and Educational Development Association.
Downes, S. (2013). Connective knowledge and open resources. Retrieved January 18, 2019, from https://halfanhour.blogspot.co.uk/2013/10/connective-knowledge-and-open-resources.html
edX. (n.d.). 12.2. Offering different content to different learner groups – Building and running an open edX course documentation. EdX Documentation Resources — EdX Documentation Resources documentation. https://edx.readthedocs.io/projects/open-edx-building-and-running-a-course/en/latest/course_features/diff_content/
EdX courses | View all online courses on edX.org. (n.d.). edX. Retrieved January 18, 2019, from https://www.edx.org/search
FutureLearn. (2020, January 24). Learning through sharing. Medium. Retrieved February 12, 2019, from https://medium.com/@FutureLearn/learning-through-sharing-41e0e75b5f7e
Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine.
Haraway, D. (2008). When species meet. Minneapolis: University of Minnesota Press.
Haynes, J., & Murris, K. (2016). Intra-generational education: Imagining a post-age pedagogy. Educational Philosophy and Theory, 49(10), 971–983. https://doi.org/10.1080/00131857.2016.1255171.
Herbrechter, S. (2018). Posthumanist Education? In P. Smeyers (Ed.), International handbook of philosophy of education (pp. 727–745). Cham: Springer International Handbooks of Education. Springer. http://doi-org-443.webvpn.fjmu.edu.cn/10.1007/978-3-319-72761-5_53.
Hopkins. (2020, May 27). Crisis nursing [Twitter]. https://twitter.com/JHUNursing/status/1265375151249674241
Kapadia-Kundu, N. (2015). Sadharanikaran, a theory for social & health behavior change. Mental Health Innovation Network | A global community of mental health innovators. Retrieved January 11, 2019, from https://www.mhinnovation.net/sites/default/files/downloads/innovation/research/Sadharanikaran%20March%202015.pdf
Kruger, F. (2016). Posthumanism and educational research for sustainable futures. Journal of Education, 65, 77–94. http://joe.ukzn.ac.za/Libraries/No_65_2016/Posthumanism_and_educational_research_for_sustainable_futures.sflb.ashx.
Latour, B. (1996). Aramis, or, the love of technology. Cambridge, MA: Harvard University Pr.
Lefebvre, H., Smith, D. N., & Harvey, D. (1991). The production of space. Oxford: Blackwell Publishing.
Levy, P. (1999). Collective intelligence. New York: Basic Books.
Li, Y. (2017). Massive open online courses (MOOCs) in the United States, China, and India. Proceedings of the 2017 2nd International Conference on Modern Management, Education Technology, and Social Science (MMETSS 2017). https://doi.org/10.2991/mmetss-17.2017.27.
Liyanagunawardena, T. R., Lundqvist, K., Mitchell, R., Warburton, S., & Williams, S. A. (2019). A MOOC taxonomy based on classification schemes of MOOCs. European Journal of Open, Distance and E-Learning, 22(1), 85–103. https://doi.org/10.2478/eurodl-2019-0006.
MacCormack, P. (2012). Posthumanist ethics: Embodiment and cultural theory. Farnham: Ashgate.
Martin, P. Y., & Turner, B. A. (1986). Grounded theory and organizational research. The Journal of Applied Behavioral Science, 22(2), 141–157. https://doi.org/10.1177/002188638602200207.
MOOC – Massive open online courses [Facebook group]. (2020, May 16). Retrieved May 16, 2020, from https://www.facebook.com/groups/massiveopenonlinecourses
Murris, K. (2018). Posthuman child and the diffractive teacher: Decolonizing the nature/culture binary. In Handbook of comparative studies on community colleges and global counterparts (pp. 1–25). Cham: Springer. https://doi.org/10.1007/978-3-319-51949-4_7-1.
Orlikowski, W. J., & Baroudi, J. J. (1991). Studying information technology in organizations: Research approaches and assumptions. Information Systems Research, 2(1), 1–28. https://doi.org/10.1287/isre.2.1.1.
Press. (2012, September 21). Massive, open, online classes – Presentation scales, does interaction? https://cis471.blogspot.com/2012/09/moocs-presentation-scales-does.html
Ranciere, J. (1991). The ignorant schoolmaster. Stanford: Stanford University Press.
Shah, D. (2018, December 11). By the numbers: MOOCs in 2018 — Class central. Class Central’s MOOC report. Retrieved February 16, 2019, from https://www.classcentral.com/report/mooc-stats-2018/
Simone, C. D. (2006). Preparing our teachers for distance education. College Teaching, 54(1), 183–184. https://doi.org/10.3200/ctch.54.1.183-184.
Siraj-Blatchford, I., Sylva, K., Muttock, S., Gilden, R., & Bell, D. (2002). Researching effective pedagogy in the early years (356). Department for Education and Skills (DFES), corp creator. http://dera.ioe.ac.uk/id/eprint/4650
Snaza, N., Appelbaum, P., Bayne, S., Morris, M., Rotas, N., Sandlin, J., & Weaver, J. (2014). Toward a posthumanist education. Journal of Curriculum Theorizing, 30(2), 39–55. https://journal.jctonline.org/index.php/jct/article/view/501.
Sørensen, E. (2009). The materiality of learning: Technology and knowledge in educational practice. Cambridge: Cambridge University Press.
Steurer, C. (2019, October 17). Introducing the student hub—Where Udacity students and mentors share experiences and resources. Udacity. https://blog.udacity.com/2018/10/introducing-student-hub.html
Thrift, N. (2008). Non-representational theory: Space, politics, affect. London: Routledge.
Udacity. (n.d.). Explore our programs and courses | Udacity catalog. Learn the Latest Tech Skills; Advance Your Career | Udacity. Retrieved January 18, 2019, from https://www.udacity.com/courses/all
Ulmer, J. B. (2017). Posthumanism as research methodology: Inquiry in the Anthropocene. International Journal of Qualitative Studies in Education, 30(9), 832–848. https://doi.org/10.1080/09518398.2017.1336806.
University of the people [Facebook]. (2020, January 5). Retrieved January 10, 2020, from https://www.facebook.com/UoPeople
UoPeople. (n.d.). https://www.uopeople.edu/
UoPeople. (2019). UoPeople annual report. https://www.uopeople.edu/wp-content/uploads/2019/05/Digital_AR_2019.pdf
XuetangX [Facebook]. (2019, February 13). Retrieved January 10, 2020, from https://www.facebook.com/xuetangx/photos/a.1624083574568826/2119879198322592/
XuetangX: Online courses from top universities. (n.d.). XuetangX: Online courses from top universities. Retrieved January 18, 2019, from https://www.xuetangx.com/global
Yadava, J. (1987). Communication in India: The tenets of Sadharanikaran. Communication Theory, 161–171. https://doi.org/10.1016/b978-0-12-407470-5.50018-9.
Zhang, J., Sziegat, H., Perris, K., & Zhou, C. (2019). More than access: MOOCs and changes in Chinese higher education. Learning, Media and Technology, 44(2), 108–123. https://doi.org/10.1080/17439884.2019.1602541.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2021 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this chapter
Cite this chapter
Kamei, M., Bagga-Gupta, S. (2021). Goodbye Linear Learning: Posthumanism in Dialogue with Indian Communication Theory on Online Education. In: Tsiatsos, T., Demetriadis, S., Mikropoulos, A., Dagdilelis, V. (eds) Research on E-Learning and ICT in Education. Springer, Cham. https://doi.org/10.1007/978-3-030-64363-8_10
Download citation
DOI: https://doi.org/10.1007/978-3-030-64363-8_10
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-64362-1
Online ISBN: 978-3-030-64363-8
eBook Packages: EducationEducation (R0)