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Critical Studies in Education: Vol 60, No 1
In this article, we attempt to define and explore a concept of ‘radical digital citizenship’ and its implications for digital education. We argue that the ‘digital’ and its attendant technologies are constituted by on-going materialist struggles for equality and justice in the Global South and North which are erased in the dominant literature and debates in digital education. We assert the need for politically informed understandings of the digital, technology and citizenship and for a ‘radical digital citizenship’ in which critical social relations with technology are made visible and emancipatory technological practices for social justice are developed.
This article is part of the guide https://www.edsurge.com/research/guides/sustaining-higher-education-in-the-coronavirus-crisis
Experts in online teaching have been debating and researching the question of synchronous versus asynchronous for decades.
Since the 1990s and the rise of online video conferencing, though, it has been possible for educators to choose which activities in their distance-education courses to conduct synchronously and which to leave as asynchronous.
The overall advice from experts is to mix both formats in any given class.