Be Still, Focus Your Eyes, and Type

I have been thinking a lot these days on how digital learning is different from f2f classrooms. Throughout this exploration, I am allowing myself to make some lofty assumptions as I jump down a few rabbit holes. Maybe digital learning bypasses the social interaction in f2f and immediately engages the cognitive. This may make digital learning a more efficient way to learn with more learning opportunities (clicks versus movements) within a given time and space. In a traditional f2f classroom, the student may divide their attention between social interaction and using in-class technology. However, the online student sits solely in front of the computer screen, and is therefore fully engaged in clicking, composing, and metacognition. Rearranging desks and chairs may change the rhetoric of the classroom. However, these options are restricted to movement in a limited space. For instance, movements and positioning between student and teacher when conferencing or collaboration within peer feedback groups construct a reality based on physical interaction. These f2f interactions create cognitive schemas, stereotypes, and judgments that can be hidden or manipulated in a digital environment. This masking of identity changes the use of rhetoric within the online space. With a click, time can be controlled, and perception of audience, purpose, and situation can perhaps be manipulated to create knowledge that produces alternative and hybrid discourses.