Some Techno-Epistemic Problems in Online Teaching

A moderate criticism is presented of the disproportionate pedagogical value currently granted to digital technologies for online teaching. Star-ting from the suspicion expressed by Andrew Feenberg about the alleged benefits of the role of the Internet in higher education, an analysis of the application of new technologies to non-classroom education is presented, as well as a particular sort of techno-epistemic problem that might lead to a qualitative downturn in classroom teaching. Faced with this, some options for improvement are proposed and it is concluded with a relativized critical approach that, together with the recognition of the value of certain tech-nologies to non-classroom teaching, assumes the inherent value of certain traditional elements that should not be degraded by economic interests or passing trends.