Paper
The paradoxes of online academic work
Published Jul 1, 2001 · L. Shedletsky, J. Aitken
Communication Education
Q1 SJR score
63
Citations
7
Influential Citations
Abstract
This article discusses paradoxes of online teaching and scholarship. The authors define online academic work as the achievement of learning, advancement of knowledge, or scholarship while connected to a network of computers, a local or wide area network, an intranet, or the Internet. Discussion of technology is based on personal observation, discussion with colleagues, and a literature review. The questions raised are organized into four fundamental paradoxes: (a.) for faculty, more freedom equals less freedom; (b.) for teaching, more work is perceived as less work; (c.) for learning, more accessibility leads to less human touch; (d.) for administrators, desire for less spending causes more spending.
Literature ReviewStudy Snapshot
Online academic work presents four fundamental paradoxes: more freedom for faculty leads to less freedom; more work is perceived as less work; more accessibility leads to less human touch; and administrators' desire for less spending leads to more spending.
PopulationOlder adults (50-71 years)
Sample size24
MethodsObservational
OutcomesBody Mass Index projections
ResultsSocial networks mitigate obesity in older groups.
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