ABSTRACT
In previous chapters we have looked at pedagogy and technology as they relate to online courses. Some educators suggest that pedagogy should always be the driving factor in course design. This view has some merits, in that it is easy to be seduced by technology without necessarily considering its usefulness in a course. As Bates (1995:12) comments, ‘Good teaching may overcome a bad choice in the use of technology, but technology will never save bad teaching; usually it makes it worse.’
