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Abstract

Online teaching of Old English experienced a boom in the 1990s when it was treated as the wave of the future, but this analysis of the field suggests that development has been relatively stagnant since the mid-2000s, and may even be in decline. This article assesses these trends in online teaching using a case-study of an online Old English course and telling the story of its development and the limits to further development. Technological change, unsupportive administrative environments, and assessment structures that favor research over teaching may account for some of the arrested development of online Old English teaching, but changing governmental and societal attitudes may also be involved.