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A “Student as Partners” (SaP) paradigm offers this, placing the student in an empowered position to participate in the design and implementation of teaching and learning.

We’ll need an alternative paradigm for the classroom, one in which the lines between teacher and learners, expert and novice, designer and user are blurred.

Shouldn’t the classroom, especially the virtual one, be just the place to chart-and create-the map of who we will be called to be, what we will be called to do, in the “post”-pandemic world? They disturb the peace of our fundamental “whys” and “what fors,” making us, teachers and learners alike, unsure of what knowledge and which skills to bring forward into the future. Seismic social events make unsteady ground and throw up new terrain. The reasons for this are complex and many, most having little to do with how instructors delivered and taught online courses, effectively or otherwise. The “Great Disengagement” might be the term future social historians ascribe to the large number of students who flicked off those mics and cameras during our years of pandemic online teaching and learning.

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