Remote Learning and the Challenge of Interpassivity
KENT EILERS | HUNTINGTON UNIVERSITY
It is common for a disinterested student to slouch their way through class, projecting to all, “I’m not into this.” They suck those around them into the black hole of their malaise, draining the classroom of that particular energy we crave from face-to-face teaching. But to me, that student has always been a discomforting magnet. I crave their engagement; I’m an addict for it. They are the one who lingers in my mind after class, and I find myself leaning most toward them. How can I help them connect the journey of this learning community with their life? What are their connection points, and how can I access them? Yes, of course, in the end their most productive learning depends on their own engagement, but I want to find every possible way to get there.
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