Hi Anne-Laure, Dialogue and feedback are examples of interaction -- examples of students engaging actively with the target material. This is a big issue for me, as some of my research has indicated that there is a time and place for interactive engagement, and there is a time and a place for solo engagement. Of course, from a Vygotskian perspective, even reading a book is a socially-mediated activity, as a human wrote it!
Not to minimize the difficulty of administering a program like UoP, but some of the basic pedagogy is actually amazingly simple in concept: find ways for students to engage with the materials to the point that they become the expert.
Hi Anne-Laure, I think one of the things we can learn from UoP is that we may be radically over-estimating the importance of videos and lectures. One of the classic (and somewhat superficial) objections to college -- or even school generally -- is that you can go down to your local library and learn this stuff for free, so why would someone need college? Obviously, there are good responses, but that doesn't mean that the underlying principle is wrong: much of what one learns is school CAN be learned from a book.
Another possibility is that there is a major disconnect between lessons and assessments: if we make a student listen to lectures all semester long, are we asking them to deliver a lecture to demonstrate their mastery of the subject? Nope. If we make them watch videos all semester long to master content, are we asking them to produce a video at the end of the class? Nope. I mean, it's not as if asking a student to take a multiple choice test or write an essay to demonstrate mastery is a crazy idea, but I would question the validity of those kinds of tests in many cases.
Yet another thing to keep in mind is that just because we can add technology to something, doesn't necessarily mean that it's a good idea. If a student could read a transcript of a lecture, does videotaping the lecture enhance the student's learning experience? Or is it just an additional thing to do because it's something we can do? In Poetics, Aristotle argued that every quality of a piece of art needed to serve some function. So, if a statue is 8 feet tall, and the artist is asked, "Why not 9 feet?" and the artist has a good answer, that's closer to the ideal than an artist who says, "I dunno." Applied to online education, we might want to explore the relationship between learner outcomes and video lessons vs. text only.