A Critique of the Aesthetic Experience of Online Discussions

Journal of Aesthetic Education 46 (1):15-26 (2012)
The seventh annual Sloan Foundation Study of Online Learning revealed that one in four college students took at least one online course in the 2008 academic year—a 17 percent increase from just the previous year. This rapid growth seems to be fueled mainly by a perceived need by universities to be more convenient and accessible for students. This trend may be a source of excitement and opportunity for many other educators. At the same time, some educators may be concerned that the kinds of technology that afford learning anytime and anywhere may not support the kind of focused, sustained effort required by meaningful learning. I am one of those educators. In this essay I offer a critique from an aesthetic ..
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DOI 10.5406/jaesteduc.46.1.0015
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