My concern about recording classes is not that students will stop showing up. Instead, I fear that it privileges lecture as the dominant mode of instruction over discussion and other learning formats.
Heartily agree. I fear that this wave of technology will overshadow many faculty's sense of need to truly engage students, or to even try other more effective learning technologies. A bad lecturer will still be a bad lecturer, but they will say - "Hey look at me using all the gee-gaws!"
Aren't the arguments turning circular here? So what if the students don't show up? Is there something special about being there face to face?
IMO, absolutely.
If we see college education as *only* about learning, I see some sense in using technology in this way. Speaking as a person who was pretty shy, socially unskilled, and would have killed for the chance to not have to interact with others...well, I'm glad I needed to show up to class!
I'm not saying I think universities should prioritize social-relations issues over pedagogy, but I think a lot is lost when students don't meet together.
This is a very good point. Potential employers expect to receive something other than graduates that can quote every word from every text and get an A+ on every test. Communication at all levels is a necessity. Our graduates will have to explain their reasoning to those who are NOT masters of the subject at hand. They will have to understand requests and comments from the same. They are expected to accomplish these tasks WELL! They must know how to inspire significant discussion at the coffee pot. This is why being <i>completely</i> online is dangerous.
Before going online, decide what your students need, and what you are able to provide. A good teacher is a servant, as is a good student. They serve each other. If you can provide what is not in the book with only online methods, then feel free to do so. Personally, I cannot do so.
Teaching a student to remember is one thing. Teaching a student to understands another, as is teaching a student to think and to communicate. An introductory physics course must do all of these. Remembering the equations and being able to do problems from section 6.3 is not enough. Professors of classes that follow, as well as employers, expect much more from students that pass through my classes. I want to provide more.
