By Donna Murdoch, Ed. D. for The Geneva Learning Foundation A search for the keyword “webinar” on Google reveals over 85 million hits. How do we develop webinars, how do we hold webinars, and how do we engage people during webinars? The same questions could be asked of lectures, because in most contexts, webinars are a lecture seen and heard through the glass of a screen instead of a cavernous lecture hall. The literature suggests that lectures do not provide the support and activity learners need to stay engaged. “Sage on Stage” has been replaced by “Guide on the Side” (King, 1993) in most face to face contexts, or at least the effort is made. Is the same effort made when there is a screen between the webinar participant and the “sage”? The paragraph below is an excerpt from a 2018 article published by J. Ubah in Advances in Social Science Research. Spaces have been left …
