Watching an online lecture at home can be an excellent complement to assigned reading and other course materials, but there are only so many hours in a day. If forced to choose, should students watch a video or read a book? Maybe some of each, depending on the student, topic, and goals of the course. But when time is short, a 15-minute video easily seems more attractive than a 50-page reading assignment. The risk is that students no longer acquire the analytical and interpretive skills that come from careful reading of difficult texts.
These issues came together in a recent class of mine, when I played a few minutes of one of Michael Sandel’s lectures from his famous course on justice. Sandel is an engaging lecturer, in part because he often directly engages at least a few members of his huge audience in back-and-forth discussion. Nearly everyone remains silent, of course, so it’s nothing like a good seminar, but the verbal exchange is symbolically important, and even those who aren’t lucky enough to enjoy a few moments of friendly banter with the Sage on the Stage may feel virtually included.
But as I watched the video with my students, it struck me as incredibly sad. Why would we sit there and watch another professor discuss important issues with another set of students? So I jumped up and turned it off, told the students to watch it at home, but only after they had finished the assigned reading, and the students and I talked about the issues ourselves.
Mark Brown is professor in the Department of Government at California State University, Sacramento. This article originally appeared in Whose University?