In preparation for the Introductory Workshop on January 13th, I read some of the articles published in the Spark Journal and reflected on the concept of silence in online teaching spaces.

I chose an article called Embracing the silence: introverted learning and the online classroom written by Karen Harris, Intercultural Communications Trainer and Language Development Tutor, Language Centre published in Vol 5 / Issue 1 (2022) pp. 101–104 Spark: UAL Creative Teaching and Learning Journal.

The article discussed the nature of online teaching spaces and the question of whether silence always correlates to disengagement. Harris noted, “But here’s the thing: in a physical classroom, even if a student is silent, they are still a tangible, visible, live presence. In the online space, by contrast, the lurkers of the group can far more easily melt into the background.” As teachers, we are suspicious of silence and inactivity as we are unaware of whether the student is engaged or not. As Harris says, we are “unable to monitor them with our normal teacher senses, skills and instincts, we might panic.” I found the next sentence particularly thought-provoking. “The online classroom challenges power dynamics: tutors are no longer all-seeing and all-powerful.” (Harris, 2022)

Instead of offering suggestions to boost engagement, Harris instead concluded the article with three provocations opening up the possibility that silence in online teaching spaces is not inherently negative. The provocation I chose to reflect on is as follows: Provocation 2: Do we need to recalibrate the notion of “active participation”? When it comes to learning, is “active/passive” a false dichotomy?

On reflection, I consider that tension exists in breakout groups, between active and passive learners. The natural disposition of the learner could be reinforced, encouraging the active learners to become more active, and the passive learners to become more passive. Potentially, the active learners take the lead, completing the tasks required and giving feedback to the main room. The passive learners might prefer to use the chat box than the microphone, and might not contribute as much to the task. This can lead to frustration for both parties who might leave the group or interpret the group task as a solo effort. Conversely, both types of learners might get what they need or want from that environment. There is no real way for the teacher to be sure that the learner is getting what they want or need and therefore the online teaching environment requires greater trust. The anxiety surrounding the need to witness activity maybe speaks more to the teacher’s confidence than the student’s satisfaction. Some ways to build trust in the online classroom might be as follows:

• Ensure there is a balance of tasks and communication styles to appeal to passive and active learners
• Remain agile within the session or across a course of sessions to alter tasks to appeal to the dynamics of the group
• Request regular feedback via virtual and/or anonymous means to assess which parts are working well and for which type of learners
• Allow silence to occur and empower students to interpret the space in a way that makes them feel comfortable