{"id":57721,"date":"2021-06-14T00:00:27","date_gmt":"2021-06-14T04:00:27","guid":{"rendered":"https:\/\/world.edu\/?p=57721"},"modified":"2021-06-13T16:21:18","modified_gmt":"2021-06-13T20:21:18","slug":"the-problem-with-online-learning-it-doesnt-teach-people-to-think","status":"publish","type":"post","link":"https:\/\/world.edu\/the-problem-with-online-learning-it-doesnt-teach-people-to-think\/","title":{"rendered":"The problem with online learning? It doesn\u2019t teach people to think"},"content":{"rendered":"

\"\"<\/p>\n

The modern research university was designed\u00a0to produce new knowledge<\/a>\u00a0and to pass that knowledge on to students. North American universities over the last 100 years have been exceptionally good at that task.<\/p>\n

But this is not all that universities can do or should do. The COVID-19 pandemic has made it even easier to reduce\u00a0teaching to knowledge dissemination<\/a>\u00a0and to obscure other, equally important, forms of education that help students be better citizens, thinkers, writers and collaborators.<\/p>\n

These other forms of education are the cornerstone of human flourishing and democratic participation.<\/p>\n

This is a problem.<\/p>\n

Practical wisdom<\/h4>\n

The Ancient Greeks relied on a distinction between\u00a0\u201cknowing-that\u201d (episteme<\/em>) and \u201cknowing-how\u201d (techne<\/em>)<\/a>. This was the difference between an abstract body of theoretical knowledge about an area of interest and the practical wisdom necessary to carry out a specific task.<\/p>\n

In music, for instance, we might call this the difference between knowing what pitch means, what notes are or the other aspects of music theory that help explain how to play \u2014 and knowing how to play an instrument like the piano really well.<\/p>\n

For American philosopher\u00a0John Dewey<\/a>, this amounts to the difference between an education that focuses on information and an education that focuses on habits of thinking and deliberation.<\/p>\n

In\u00a0How We Think<\/a><\/em>\u00a0and\u00a0Democracy and Education<\/a><\/em>, Dewey prioritized teaching how to solve problems over bodies of knowledge because he knew that improved thinking skills would produce better outcomes for students and for public life.<\/p>\n

Dewey believed that acquiring knowing-how habits, like critical thinking, problem-solving and close reading, required interaction and imitation. The practices of reading, speaking and thinking were all intertwined for Dewey, and all required practice and reflection. Practising these related skills would improve our decision-making, as individuals and as communities.<\/p>\n

The kind of imitation he had in mind \u2014 people imitating each other \u2014 is impossible in a remote setting.<\/p>\n

Dewey also thought curiosity, along with a recognition of, and confrontation with, real problems set people in the direction of improved thinking. These were modelled by teachers through engagement and interaction with students.<\/p>\n

How We Think<\/em>\u00a0also argues that teaching students habits of using language for the purposes of persuasion is a central part of education. This drew Dewey\u2019s work quite close to classical conceptions of rhetoric, or the teaching of how to speak and write effectively (including the emphasis on\u00a0imitation<\/a>\u00a0as central to mastering the\u00a0techne<\/em>\u00a0of communication).<\/p>\n

These commitments were necessarily embodied in live practice in the classroom.<\/p>\n

Know-how compromised online<\/strong><\/h4>\n

The modern research university, since the late 19th century, has tended to prioritize \u201cknowing-that\u201d over \u201cknowing-how\u201d in a wide range of different disciplines (despite Dewey\u2019s attempt to articulate an alternative).<\/p>\n

Urban studies and planning professor\u00a0Donald Schon\u2019s work<\/a>\u00a0at the Massachusetts Institute of Technology on\u00a0reflective practice<\/a>\u00a0was an attempt to correct this over-emphasis and apply Dewey\u2019s approach to contemporary curricula. But the emphasis on \u201cknowing-that\u201d persists.<\/p>\n

Remote learning is well suited to the kinds of education that focus on abstract theoretical knowledge and not \u201cknow-how.\u201d And this is exactly the problem with those forms of learning \u2014 and why we ought to resist being seduced by them.<\/p>\n

Some researchers argue that the adequacy of online learning is demonstrated by the fact that a\u00a0cohort of students might achieve the same grades in an online setting<\/a>\u00a0as in an in-person setting. This justifies the assumption that there\u00a0is no significant difference in academic performance<\/a>\u00a0between the two settings.<\/p>\n

But my analysis of how people learn, grounded in rhetorical studies and Dewey\u2019s emphasis on embodied and practical forms of democratic education, and also in my own experience administering a first-year seminar program in a faculty of arts, points to the fact that it is much harder to teach (and to assess) the \u201cknowing-how\u201d skills that will matter more to students\u2019 future success.<\/p>\n

These include learning outcomes like knowing how to analyze data, collaboration with peers, self-reflection and reading and writing.<\/p>\n

Drowning in specialized knowledge<\/strong><\/h4>\n

Specialized bodies of knowledge are everywhere now<\/a>, not just in lecture halls or within the ivy-covered walls of elite institutions. If you want knowledge about advanced python programming or mycology, you can find it online through a range of different media for free. This is why silicon valley gurus can\u00a0question the value of a degree from an expensive university<\/a>.<\/p>\n

The threat to the university is this: boundless \u201cknowing-that\u201d is readily and easily available to any student because of the very same media that have made the transition to remote teaching easy. But the same is not true for the lived experience required for developing \u201cknowing-how\u201d habits and practices.<\/p>\n

As we drown in ever-increasing amounts of available knowledge, our \u201cknowing-how\u201d forms of wisdom continue to suffer. This is true for elementary school students that need school to learn how to navigate social relationships and for university students trying to learn how to use the scientific method or perform a critical, close reading of a poem.<\/p>\n

Careful and close readings<\/strong><\/h4>\n

To teach a student how to carefully read a text, for example, is a responsibility of the university. But this feels unlikely in remote learning environments. Dewey\u2019s focus on the importance of the interaction between student and teacher, the modelling and imitation of habits of thinking and the necessity of creative and collaborative problem solving in the classroom are all made more difficult in a remote setting.<\/p>\n

An isolated 18-year-old, staring at a computer, can learn what a text is supposed to mean but will have a much harder time learning how to perform a careful interpretation.<\/p>\n

It is also one of the many \u201cknowing-how\u201d skills that seem so broadly absent in our public culture. Close reading is akin to close listening, which is a requirement of collaboration and a precursor to self-reflection. Journalist Kate Murphy\u2019s\u00a0You\u2019re Not Listening<\/a><\/em>\u00a0shows just how complex the embodied task of reading someone else can be and how important listening and reading are for success in all fields.<\/p>\n

What we ought to ask<\/strong><\/h4>\n

Instead of asking how universities might benefit from shifting courses and curricula online permanently, we ought to be asking how students might suffer from fewer opportunities to focus on \u201cknowing-how\u201d and ever-greater commitments to \u201cknowing-that.\u201d<\/p>\n

The pandemic has shown that we need finer, more well-honed and well-practised \u201cknowing-how\u201d skills. Skills like: asking thoughtful questions, finding new evidence, testing hypotheses,\u00a0collaborating with diverse others<\/a>, critically evaluating data or evidence, performing analysis of source material and designing new methods of evaluation.<\/p>\n

These forms of wrestling and questioning are largely lost online. They get easily replaced with rote information processing. We should worry about the outcomes associated with that shift.<\/p>\n

Author Bio:<\/strong> Robert Danisch is <\/span>Professor, Department of Communication Arts at the University of Waterloo<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

The modern research university was designed\u00a0to produce new knowledge\u00a0and to pass that knowledge on to students. North American universities over the last 100 years have been exceptionally good at that task. But this is not all that universities can do or should do. The COVID-19 pandemic has made it even easier to reduce\u00a0teaching to knowledge […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":57722,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[401020],"coauthors":[11733],"class_list":["post-57721","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-education","tag-knowing-how-habits"],"acf":[],"yoast_head":"\nThe problem with online learning? 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