Abstract
The sudden shift to online learning because of COVID-19 created a series of challenges for educators. Faculty took a “triage” approach to reformatting their courses quickly. And while this was a necessary approach for many reasons, you couldn’t help but wonder what students would be missing. As a Communication Studies professor, dialogue is an essential tool I use in the classroom. Effective dialogue can lead to a greater acceptance of diverse thought and individuals, as well as less divisiveness and intolerance. So, when the pandemic forced us to switch to online learning, the biggest question I had was: How do we maintain effective classroom dialogue in online learning spaces? This reflective essay seeks to answer this question in real-time, as I simultaneously prepare to teach at least another year of online courses. I explore the importance of dialogue in the classroom, how dialogue can be a conduit of inclusivity, why we should strive for inclusivity in our classrooms, and finally, how we translate these lessons to the online classroom. My hope is that this piece will help further this conversation and act as a resource for maintaining effective dialogue in every type of classroom.
Highlights
It is no surprise that the shift to online learning because of the 2019 coronavirus disease (COVID-19) created a series of challenges for teachers in higher education
In the early summer of 2020, when COVID-19 had not been properly contained, it became clear that widespread online learning would continue for the foreseeable future
I look at the importance of dialogue in the classroom, how dialogue can be a conduit of inclusivity, why we should strive for inclusivity in our classrooms, and how we translate these lessons to the online classroom
Summary
Many people use the terms “discussion” and “dialogue” interchangeably. there are important distinctions between the two. Discussion and dialogue both have an important place in the classroom, many educators tend to utilize discussion (Nash et al, 2008). Traditional ideas of what it means to be a college educator have shaped our performances in the classroom, creating a stark power difference between student and teacher, and the result can be a lack of authenticity. I don’t have to be inauthentic to myself and I shouldn’t expect that of my students Dialogue requires this to be effective, and I can’t say I’ve always succeeded. I believe it is a critical tool for facilitating change, but it will not change the world in and of itself
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