Daphne Desser writes:

There was early speculation that on-line environments would prove to be less hierarchical, more democratic, more liberatory, more conducive to student voices--all of which would point at the restriction of pedagogical authority. My experience, however, as a professor of a graduate seminar, is that my graduate students behave on-line very much as they do off-line. I haven't been aware of their expressing more freedom or more authority although I'd very much like that to be the case. This is a question my graduate students could answer better than I since my perspective is so limited by my vantage point as the teacher and instructor of record. I think practice informs pedagogy--critiques, revises it--so that it can be reenacted as practice.

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