Abstract
During the Covid-19 pandemic, the digital divide was often identified as an obstacle to online teaching, and inequalities in education were sometimes observed. This challenge could be addressed by making online teaching more efficient through the application of good practices. Given that there are similarities between diplomatic negotiating practice and teaching practice, it is worth examining whether good practices developed in online diplomatic negotiation are transferable to online teaching. The aim of this paper is to examine good practices in online negotiation and explore how such good online practices could be transferred to teaching. The research is informed by the author’s first-hand experience from practice in both international diplomatic negotiation and academic teaching. The paper identifies a number of practices from online negotiation that are equally effective in online teaching. It focuses on communicational aspects, mutual understanding (monitoring and optimisation of understanding), motivation to listen, attention, active participation, and non-verbal communication. Some unresolved challenges of online teaching remain though, which are not addressed in this paper.
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