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The Paradoxes of Online Academic Work
ARTICLE

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Communication Education Volume 50, Number 3, ISSN 0363-4523

Abstract

Discusses paradoxes of online teaching and scholarship: for faculty, more freedom equal less freedom; for teaching, more work is perceived as less work; for learning, more accessibility leads to less human touch; and for administrators, desire for less spending causes more spending. Suggests that educators must find their own unique answers to the paradoxical questions of online academic work. (SG)

Citation

Shedletsky, L.J. & Aitken, J.E. (2001). The Paradoxes of Online Academic Work. Communication Education, 50(3), 206. Retrieved December 11, 2019 from .

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