Online learning methods must promote active learning and interaction.
Dreyfus' complaints against distance learning actually point to solutions to the "disembodiment" issue that are already in place. In his book he writes of different stages of learning and then discusses how his model of distance learning fails. Dreyfus rightly points out that in order to progress in learning a student needs to be "involved" in the learning process (Dreyfus 2001, p.35).
He also contrasts two styles of teaching in business schools, one method that is analytical and theoretical "This type of school rarely produces capable business people who are intuitive experts" with another tradition that uses case studies, "This produces better results," he says (Dreyfus 2001, p.43).
He continues his argument saying that apprenticeship is impossible for online learners because they have no way of interacting with the master.
His objections point out the solutions that are already in existence and being utilized. Chatrooms, bulletin boards, case studies, questioning strategies, and collaborative learning all make the level of interaction he requires possible.
As I have said earlier, distance learning is a totally new educational media and we need to stop judging it based on the prejudices of the old media (classroom lecture method) and assess what techniques best work for online learning,
Many useful approaches have been and are being developed in online education and Chickering (1996) is just an example.
Dreyfus definitions of distance learning include "the teacher is only recording videotape," "passive distance education" that removes the risk in learning and teaching, and at best, "interactive video" (Dreyfus 2001, p.59). None of these definitions reveal a familiarity with what is currently being practiced as sound online pedagogy and represent what I think would be the worst of online teaching. It would be unfair, for instance, to criticize the lecture method of teaching by only using the worst examples of the method, (i.e. a fully tenured alcoholic that everyone has to take but no one can fire).
His comments show his prejudice for the lecture method as the only legitimate method of teaching; "the idea that the teleteacher could equal the powerful effect of a skilled teacher who is present in the same room with her students seems unlikely." I agree with this but only because distance learning should not try to emulate an offline classroom.
Dreyfus is making the mistake of trying to make a cyber copy of an offline classroom and this is an example of a misapplication of technology. Distance education does not have to be passive.