However,
few would deny
that there is a strong probability that the distancing effect of
computer-mediated
asynchronous
learning will cause many instructors and students to view one another more like
extensions
of the machines
through which they are communicating than as real persons with emotions,
aspirations,
problems, time
constraints and (in the case of most faculty) the very real need for sleep. As
overworked
online
instructors turn to labor-saving shortcuts, such as computer software that can
actually grade papers,
and are
compelled by the financial exigencies of higher education to increase their
class sizes to
unmanageable
proportions, the problem of distancing is becoming increasingly serious
[1].
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