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Breakthroughs, Breakdowns, and Some Productive Pedagogical Paradoxes of Virtual Learning
Abstract
Learning sites in higher education have become more diffuse, diverse, and tangled. As instructors, we can hybridize our encounters with students, meeting them one week in class; another week, in virtual space. Our initial experimentation with hybrid learning has left us face-to-face with breakthroughs, break-downs, and deep pedagogical dillemmas. In this chapter, we voice our emergent sensibilities about the transformative potential—both for our students and ourselves—of inhabiting a hybrid learning environment. Our discussion is based on our observations of doctoral students’ interaction and engagement on-line, as well as our own embodied sensitivities about how we, as instructors, experience ourselves and our work in the pedagogical movement between our classrooms and virtual space.
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