Abstract
We must redefine online pedagogy as here to stay. Is it any wonder that popular culture pedagogy is moving more from a focus on liberation pedagogy to a commodity based one? While traditional “brick and mortar” course enrollment has flattened or even dropped recently, online courses continue to see increased enrollments. In the case of the university system I’m in, we’ve seen an overall drop in enrollment of 10-15% since 2010 but an increase in online sections of over 30%, and we know the reason, in most cases: as tuition increases and salaries remain flat, more students are forced into full-time work, relegating their degree programs to the virtual realm. In addition, the bulk of our students are now digital natives, at least as comfortable with online interactions as they are with face-to-face ones. It’s no surprise then that their preferred method of learning is an asynchronous, virtual one.
Recommended Citation
Depner, Kurt
(2016)
"Connecting the Disconnected: Pedagogy Goes Digital Native,"
Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy: Vol. 3:
Iss.
1, Article 9.
Available at:
https://digitalcommons.unl.edu/dialogue/vol3/iss1/9
Included in
American Popular Culture Commons, Critical and Cultural Studies Commons, Curriculum and Social Inquiry Commons, Scholarship of Teaching and Learning Commons