During week 1, We explored how online learning reshapes the educational experience.
Image source: https://azbigmedia.com/business/adjusting-to-online-school-8-tips-for-online-classes/.
Jon Dron’s How Distance Changes Everything explained that moving learning online transforms not just the delivery method but the relationships, interactions, and sense of presence between learners and instructors.
Martin Weller’s Twenty Years of Edtech traced how technology has evolved over two decades — from early learning management systems to MOOCs and social media — showing that each shift came with new opportunities and challenges. Liz Marr’s chapter on the Open University argued that online learning needs a distinct pedagogy, not just a digital copy of traditional classroom methods.
Reflecting on these materials made me face my own history with online learning. I struggled with an online crash course I took back in 2018 at the Akash Institute for Medical Sciences. It was fast, disconnected, and made me feel lost. During COVID, when everything shifted online, I again faced a learning curve just figuring out the platforms.
I now understand that these struggles weren’t just personal failings — they were signs that the learning environments lacked proper scaffolding, human connection, and inclusive design. Online learning without thoughtful design can lead to isolation, confusion, and inequality, especially for students who are less digitally literate.
When I think back to my experience with the Akash online crash course, I realize now why it didn’t work for me: it was just lectures and homework. There was no interaction, no meaningful connection with the instructors or other students, and no chance to reflect or collaborate. It felt like a one-way street — watch, write, submit, repeat.
In contrast, the courses I’m part of now (like this one) are designed for interaction and reflection. We’re encouraged to share ideas through blog posts, give feedback to peers, reflect on our learning, and engage with materials beyond just passively watching videos. The difference is huge — instead of just consuming content, I’m now part of a learning community where I can co-construct meaning with others. This shift reflects what Jon Dron, Martin Weller, and Liz Marr describe: good online learning isn’t just about delivery, it’s about building spaces for participation, connection, and growth.
I was particularly interested in the idea that online learning requires us to rethink “presence” and “community.” I wish to pursue a career in dentistry in the future, where hands-on practice and patient interaction are key. I hadn’t considered how much the social and relational aspects of learning impact skill development. The readings made me think about how even in a clinical profession, digital tools and virtual learning can play a supportive role if designed thoughtfully.
I also appreciated Weller’s emphasis on how edtech is not just about the tools, but about pedagogical innovation — technology alone isn’t enough; it’s how we use it to promote collaboration, reflection, and active learning. This applies to dentistry education too, especially as simulation technology and online case studies become more common.
Thank you for reading !
References-
- “How Distance Changes Everything” Keynote from Jon Dron. https://youtu.be/ecSoxlYYlD0
- Weller, M. (2018, August). Twenty Years of Edtech. EDUCAUSE Review, 53(4). Retrieved from https://er.educause.edu/articles/2018/7/twenty-years-of-edtech
- Marr, L. (2018). “Chapter 1: The transformation of distance learning at Open University: the need for a new pedagogy for online learning?”. In Higher Education in the Digital Age. Cheltenham, UK: Edward Elgar Publishing. https://doi-org.ezproxy.library.uvic.ca/10.4337/9781788970167.00008
- AZ Big Media. “Adjusting to Online School: 8 Tips for Online Classes.” AZBigMedia, https://azbigmedia.com/business/adjusting-to-online-school-8-tips-for-online-classes/.
