Ten tips for online teaching during the coronavirus pandemic

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My first online class. Out of a crisis came an opportunity to experiment and innovate.

In late January, when most people around the world viewed the coronavirus as a remote medical crisis afflicting residents of China, I knew better. As a veteran journalist now teaching at China’s top university, I could see that the epidemic was likely, slowly but surely, to become a global pandemic. With no cure, rapid spread in new “hot zones,” and limited information available to the public, I realized that my professional and personal life was going to be changed significantly.

As co-director of Global Business Journalism, a master’s degree program created by the International Center for Journalists and Tsinghua University in Beijing, I knew that we would need to plan to conduct our spring semester “virtually” through an online platform rather than in the classroom in China. Like almost all of our international students, I was outside of China and unable to return to the locked-down campus.

For my program, this crisis became an opportunity, and Global Business Journalism began its spring semester on schedule and with all students in attendance via the Zoom online platform. Now that the coronavirus is understood to be a global threat, more than 100 American universities and hundreds of others around the world switched from in-person to online classes in the first two weeks of March alone.

This unanticipated disruption need not be a burden, if you are adaptable and innovative. “Online education is an opportunity to make coursework more customized and flexible,” writes journalist and educator Lisa Waananen Jones.

Here are 10 tips to make an online learning experience more rewarding:

  1. Pick the right learning platform

Your online learning site must be able to handle the number of people in your classes or meetings. You need to consider whether your budget can afford a “premium” plan or whether you are willing to accept the limitations of free sites (usually capping the number or participants or limiting the time of your sessions). Different sites offer various features, including images of each participant, chat capabilities (for the full group or individual members), and group meetings taking place at the same time inside of the class session. In addition to Zoom, other platforms recommended by techradar.com include Docebo, Udemy, Skillshare, WizIQ, Adobe Captivate Prime and SAP Litmos. Other choices with free options include Moodle, ezTalks Webinar, Fastmeeting and Articulate Storyline. Some platforms are offering discounts to schools and nonprofit organizations.

  1. Beta test your platform

As I was working with my Tsinghua School of Journalism and Communication colleagues to set up our virtual classrooms, the Iowa Democratic caucuses demonstrated to the world the risks of adopting new technologies without sufficient beta testing. The failure of the Iowa vote-counting app, which was not rigorously tested, was a massive embarrassment. I realized that failure was not an option for me. We moved quickly with small-scale beta testing of several platforms and chose Zoom. We followed up with a beta test of five staff members and then our first-year graduate students. Each was successful. We were ready for our official launch – all within a week.

  1. Focus on your community

If you don’t already have a social media chat group for your class, create one. (My Tsinghua class uses WeChat, but WhatsApp, Facebook and other platforms can work for you.) I interact with my students far more often than when we were on campus together, answering quick questions and offering tips and suggestions. As you focus on your community, it also is important to tailor your lecture content the new communication medium you are using. Don’t just transfer your lecture notes or PowerPoint presentations to an online format. You need to communicate differently than in class. There is no natural interaction of professors and students. Students online don’t raise their hands or give you a non-verbal clue that they’d like to participate in a discussion. You will need to invite people into the classroom give-and-take and make them feel welcome. You can build student feedback into your lectures through simultaneous social media chats or online surveys.

  1. Think visually

Yes, I advise journalists to “think visually” in my new Multimedia Reporting textbook (Springer, 2019). But it is important to think visually as an online professor, too. The most boring way to teach is to be a talking head. I started with my virtual classroom set. As the son of a scenic designer for Broadway and opera, I created a backdrop for my lectures. A pair of life-sized terra-cotta warriors that I shipped home from Xi’an frames the shot of me in my makeshift home studio. On a more substantive note, I try to vary the images on the screen at any one time, whether still shots or videos. I have scrolled through best-practices examples on my screen and even conducted live searches of online databases to illustrate points I am trying to make. Of course, there’s always a risk that one of your visual exercises could go awry, but that’s part of the excitement of live TV.

  1. Lower expectations

Inevitably, something will go wrong in real time: The streaming video, someone’s audio, someone’s internet connection, the live chats, the advanced functions on your platform. Patience is important. As long as your students understand that this virtual classroom might not be perfect, everyone will be a bit less anxious if they experience an “oops” moment.

  1. Get plenty of rest

Teaching online takes more energy than teaching in the classroom. It’s like being on live television. Try to get a good night’s sleep before each performance. (And always have a cup of water, tea or coffee nearby.)

  1. Be forgiving of your students’ complications

My remote-teaching experience is unusual. My students span 22 time zones. My class begins at 9 a.m. on the east coast of the United States. For my students, that means 10 p.m. in Japan and Korea, 9 p.m. in China, 5 p.m. in Oman, 3 p.m. in South Africa, 2 p.m. in Europe, and 6 a.m. in Vancouver and Los Angeles. Some students, cloistered in their parents’ homes, have to whisper so they don’t awaken slumbering relatives. I have allowed some students to present “oral” reports through the group chat function. Remember: It’s not the students’ fault that our spring semester has become so complicated.

  1. Give your students individual attention

It’s important to build or maintain relationships with everyone in your class. That becomes particularly important when you cannot engage in the basic social interactions of a classroom setting. Instead of having my regular weekly office hours, I feature “virtual office hours” at times arranged with each student. Because some students are shy, I have reached out to schedule meetings in advance of major assignments. I leave a few minutes after every lecture for students who want to hang around in the virtual classroom and ask me any questions on their minds. I also respond to social media messages or email from my students within the day (or sooner, if practical). I believe it’s important to show students that you care about their learning experience and their progress.

  1. Remain physically active

Over the first few weeks of my online teaching experience, I found that I sometimes felt lonely or irritable. I was accustomed to the give-and-take with students, and the social camaraderie of my office. To overcome a sense of isolation, I make sure to exercise regularly. My colleagues and students in China have developed much more creative coping mechanisms during their weeks in quarantine. Those of us free to move around in our hometowns must act responsibly, but we don’t want to cloister ourselves and live in a world of irrational fear.

  1. Rely on your teaching assistant or office staff

Teaching remotely requires more work than teaching in the classroom. It requires more coordination, communication and logistical planning than normal courses. It is vital that you empower your teaching assistant or office staff to remind students of upcoming assignments, guest lectures and schedule changes. And remember to say “thank you” to the staff that helps you.

None of us is in this alone. Amherst College President Biddy Martin was speaking for me when she informed her students and staff on March 9 of a temporary shift to online education.

“It will be hard to give up, even temporarily, the close colloquy and individual attention that defines Amherst College,” she wrote, “but our faculty and staff will make this change rewarding in its own way, and we will have acted in one another’s best interests.”

This article was written for cross-posting on the International Journalists’ Network (IJNet).


The coronavirus can’t stop the Global Business Journalism program from its mission to train reporters worldwide

Rick warriors

Preparing for a “virtual class” in the new home office. (Photo by Svetlana Fenichel)

I was at home during Tsinghua University’s winter break when news of the coronavirus outbreak made its way into Chinese and international media in January.

As soon as I read about the deadly epidemic, I knew that my life, and my students’ lives, would be significantly disrupted. Little did I know that it also would turn into an opportunity for me and my Tsinghua School of Journalism and Communication colleagues to experiment with innovative distance-learning tools, offering our students the chance to continue their education in new and exciting ways.

Despite some initial optimism in Chinese media, it was clear that the epidemic that started in Wuhan was out of control. With 35 years of experience as a journalist in the United States, I had experience in separating facts from rumors, and calmly carrying on in times of upheaval and panic. As international co-director of the Global Business Journalism program, a prestigious English language masters program at Tsinghua University, I immediately focused on my students.

Half of our Global Business Journalism students are Chinese, and they were home with their families. Our international students live in more than 20 countries around the world. Our office found out where they were and how they were doing. (They were all healthy and surprisingly calm.) Most were home with their families overseas, though a few students remained in China during the winter break, either on campus or with relatives in China.

My next priority was to prevent panic while honestly sharing the facts available to GBJ’s leaders. I realized it was important for our program’s global website, GlobalBusinessJournalism.com, to provide reliable, timely, accurate information about the coronavirus and its impact on Tsinghua students.

Early optimism, fueled by upbeat coverage in some Chinese media, led some people in our GBJ community to believe that spring semester classes would resume on campus with minor delays. As someone who has coped with emergencies as a reporter and manager, I strongly believed that there was more than a 90 percent likelihood that we would not be able to return to Beijing any time soon.

Well, unfortunately, I was right. Chinese government officials instituted quarantines around the country, and intercity travel was severely restricted. Almost every other country canceled all flights to and from China. Our students, even if they wanted to, could not return to Beijing.

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First class of the semester (Photo by Chengzhang Li)

Out of necessity came opportunity. Through conversations on Skype and WeChat, my colleagues and I discussed ways to create virtual classes so we could resume classes as scheduled on Feb. 17 and give students a valuable educational experience. The university’s visionary leadership had the same idea, and aggressively pursued solutions.

Tsinghua tried to create a proprietary online learning platform, but the beta tests showed that it wasn’t ready for widespread use. We needed to find a stable, reliable platform for online classes.

We also had a logistical problem. Global Business Journalism students are spread out over 22 time zones. It was almost impossible to find a time that would work for everyone. For my advanced news writing class, we settled on 8 a.m. in Washington, which is 2 p.m. for my students in France and Spain, 3 p.m. in South Africa, 5 p.m. in Oman, 9 p.m. in China, and 10 p.m. in Japan and Korea. Thank goodness Global Business Journalism students are flexible and adventurous.

Then came the Iowa caucuses in the United States on Feb. 3. As odd as it sounds, the massive technology failure in Iowa played a key role in our Chinese academic experience. The Iowa Democratic Party didn’t properly beta test its new app, and the result was disaster. It was a PR disaster, but, more importantly, it was a failure that did not serve their customers: Iowa voters, the media and the American public.

I realized it was vitally important to carefully test platforms in advance so we could provide a positive experience for the students. Our international journalism staffer, Li Chengzhang, and my teaching assistant, Wan Zhixin, tried a few and concluded that a conference app called “Zoom” was our best prospect. The university and Zoom’s Chinese subsidiary reached an agreement to let students use the platform for free until June. We beta tested the app repeatedly: once with just four of us, then a “dry run” with the entire first-year Global Business Journalism class. Then we were ready for classes, or so we thought.

Of course, there were a few glitches caused mostly by the varying qualities of internet connections around the world. But our class was an educational triumph. Students could see me, hear me, see my PowerPoint presentations, and see articles that I had called up on my computer screen for analysis. All of the other Global Business Journalism program’s classes proceeded without incident, and the student reaction was overwhelmingly favorable.

“Even though the virus has resulted in the [journalism] school having to use a virtual classroom, it’s still brought so many good stories to the front page,” said Hai Lin (Helen) Wang, a GBJ master’s student from Canada who has been staying with her grandparents in Tianjin. “I hope we can all take advantage of this time.”

I conducted the first class from my dining room table in Arlington, Virginia. For the second class, I created a China-themed classroom in my basement, with two life-sized terracotta warriors from Xi’an in the background.

I feel heartened by the outpouring of support from around the world. A typical message came from said Ralph Martin, an emeritus professor of computer science at Cardiff University in Wales and a former guest professor at Tsinghua. “I hope your online courses go well and things will soon be back to normal,” he wrote in a note shared on university social media accounts.

I’m taking this one week at a time. We could have a technological meltdown any week. But I am cautiously optimistic. And I am looking for the silver linings in this dark cloud. For one thing, I can now ask prominent journalists, academics or policymakers in Washington, Europe or Africa to join our class in real time. 

I have great sympathy for everyone who has gotten sick, and mourn those who have died in the coronavirus epidemic. I feel a sense of empathy for the billion-plus people whose lives have been upended. While my academic routine has changed significantly, I can’t say that I have suffered, like so many of my friends and students in China. I think of them (and talk to them) every day.

In good times and in these challenging times, Tsinghua University has inspired me to become a better person and a better teacher. As a professor who loves teaching the brightest aspiring journalists from around the world, I owe it to my students to give them an educational experience that they will always remember … in a good way.

The world gave us lemons, and we are trying to make something sweet out of it. As one of my Texas friends said to me: “Lemonade, Rick. Lemonade.”

>>> Are you interested in applying to join Global Business Journalism or do you know a college senior or young journalist who would be interested in pursuing a master’s degree in the program? Here’s a link for admissions information.

 


7 reasons why you should apply to join the Global Business Journalism program at Tsinghua University

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Admission season is underway, and college seniors and young professionals across the world are looking for the best graduate school opportunities. The Global Business Journalism master’s program at Tsinghua University offers challenging, practical courses taught by veteran international journalists and journalism educators on one of the world’s most beautiful campuses.

Here are seven reasons why you should consider this internationally renowned English language journalism program based at China’s top university:

1. Advanced Journalism Learning

GBJ offers technologically advanced, timely and practical journalism training to the students. It’s an ideal mix for people who envision themselves becoming successful journalists in the next few years. Global Business Journalism alumni have landed jobs at international news outlets including Bloomberg News, CGTN, CNBC and more. GBJ students have interned at publications such as The New York Times, The Wall Street Journal and Agence France-Presse. The program is supported by two respected global news organizations: Bloomberg News and the International Center for Journalists.

2. A Distinguished Faculty

Few journalism schools in Asia have as many international professors, and none boast this kind of high-level journalism experience. In Global Business Journalism you’ll be blessed by the presence and support of three American professors each semester who give individual attention to each GBJ student. They are joined by a cadre of distinguished Chinese professors with strong academic qualifications and experience. This multicultural learning environment is certain to broaden your horizons.

3. A Wide Variety of Courses

In Global Business Journalism, you will learn about business news reporting, multimedia storytelling, advanced news writing, data analysis, basic economics and accounting, contemporary society in China, Chinese language skills, and even film and television production. All these courses make this program challenging, fascinating and exceptional. Global Business Journalism offers practical experience in an inspiring academic environment.

4. A Diverse Group of Students

GBJ has hosted students from more than 65 countries. This diversity makes the program unique and rewarding. You can also be one of the 20 international students, who get admitted to the program every year.

5. Professors Who Care About Each Student

One thing that amazes everyone is the learning partnerships that develop between the teachers and students in our program. The professors go out of their way to help the students learn and blossom as journalists. Professors give students quality time, not just regular office hours. There are regular informal lunches for students and professors. It creates a family atmosphere.

6. Access to Bloomberg Terminals and Other Advanced Learning Tools

The GBJ students are among the luckiest groups of journalism (or business) students in the world, because Bloomberg News has donated 10 Bloomberg terminals to the program. They are available, free of charge, to any Global Business Journalism student at any time. It is the largest such collection of all-donated terminals at any university in the world. GBJ students also have access to the Tsinghua “Future Media Lab,” a state-of-the-art multimedia learning facility. The Tsinghua School of Journalism and Communication also has television studios and equipment that can be reserved by our students.

7. All These Benefits – and You Might Get it for FREE!!!

You can be a part of a remarkable family, you can learn to be a better journalist, and you might be able to get your graduate education for free. No promises, of course. But Tsinghua University and the Chinese government offer significant scholarships to exceptional students and young media professionals. Apply early to secure the best chance for scholarship aid.

So don’t think twice. Know your worth, show your potential, apply for the program, and become a global member of Global Business Journalism family. We welcome you.

This historic building serves as Global Business Journalism’s headquarters on the Tsinghua campus. (Photo by Rick Dunham)

For the latest updates from GBJ, check out our news feed: https://www.globalbusinessjournalism.com/blog-1

Check out the website created by GBJ faculty and students: https://www.globalbusinessjournalism.com/

View the Tsinghua GBJ website: http://gbj.tsjc.tsinghua.edu.cn/

Application instructions: https://www.globalbusinessjournalism.com/apply

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What traits are peculiarly American? A U.S. expat reflects.

Shotgun Santa

Only in America: Even Santa totes a rifle.

It’s time for Christmas holidays with the family in America. After working and living in China for six and a half years, I now experience culture shock each time I return to Washington.

Empty sidewalks. Empty subways. Clean air. Polite people. Polite drivers. (Yes, by Beijing standards.)

I also appreciate those American characteristics that are so deeply ingrained that I can’t change, no matter how hard I try to adapt to my surroundings in Beijing.  Here is a list of some of those American traits that give me reverse culture shock – and some I can’t shake.

  1. American food portion sizes are obscene. The steaks are enormous. And so are the plates. No wonder people eat so much. No wonder we’ve become a super-sized society.
  2. Americans eat way too quickly. Maybe it’s the chopsticks that have slowed me down. But I seem to be the last person finished with my meal each time I return to the U.S. Eating slowly improves digestion and helps you lose weight. Another reason there are so many obese Americans with heartburn.
  3. Most of the world doesn’t share America’s obsession with junk food, fried food and gloppy, sweet sauces. I have to admit it: I love good French fries (especially in Belgium). But do we have to eat everything fried, or cooked in/with bacon.
  4. Americans are impatient. We want what we want when we want it. We don’t like to wait in lines. We like our customer service to be friendly. (But not too “have-a-nice-day” saccharine.) Basically, we want service. Most of the world isn’t like that. They wait in lines. In England, the queue up. They don’t complain. I’m American. I complain. I can’t help it.
  5. Guns. Rifles. Machine guns. The rest of the world will never understand the fascination of so many Americans with weapons of death and destruction. Try explaining to Chinese (or Europeans, or Africans) why the U.S. Supreme Court says Americans have the right to own and use assault weapons. You can talk about the Founding Fathers and the anger at British soldiers for billeting themselves in private homes. You can talk about militias and suspicion of too much government power. Almost nobody agrees.
  6. American football does not translate. While NBA basketball enjoys a rabid following in China, and the NHL has a modest cadre of ice hockey fans, the National Football League does not compute. Modern-day gladiators and physical freaks ripping each other’s heads off for the pleasure of the masses and the profits of the few. OK, every society has its peculiar attractions. We don’t eat duck paws or pig’s brains in America, after all.
  7. The Electoral College just cannot be explained. America is a democracy, right? We tell that to people around the world. But the presidential candidate with the most votes wins? No, she doesn’t. The only things harder to explain than the logic of the Electoral College are gerrymandering and the fact that California and Alaska have the same number of senators. Democracy. In theory: great. In practice, it’s complicated. But better than the alternative.
  8. What is a Kardashian? The peculiarly American trait of people being famous for being famous is a hard one to explain.
  9. Binge-watching is unheard of. Most people from most countries don’t sit in front of a screen for days on end and watch a TV series. They find the modern American habit a bit amusing, if baffling.
  10. More food differences: Americans expect ice in their drinks. Americans expect cold beer. Americans expect free refills on (most) drinks. After six-plus years, I’ve given up ice. But I prefer my beer chilled, not room temperature.
  11. Americans are caffeine addicts. The morning cup of coffee is American (and European). It’s definitely not Chinese, at least yet. Every visiting professor in my program asks where they can get a morning coffee fix. I now find this American addiction to be amusing. I prefer some nice Chinese tea.
  12. Americans tip. A lot. And they tip a lot of people. Chinese people don’t tip. Some students of mine, visiting Washington, asked if they had to tip the waiter at a bar-and-grill. After all, the bill already was $30 per person, including tax. Yes, I sternly replied. It’s not optional.
  13. Americans drive on small errands. In the U.S., people drive to the grocery store, drive to the pharmacy, drive to the library, drive to restaurants. It’s the default means of transportation. I still have to readjust each time I return. I’m so used to jumping on the subway or my bike.
  14. Americans are very old-fashioned when it comes to paying for products. Cash is almost obsolete in China. Electronic payments via AliPay or WeChat Pay are the norm. Americans use credit cards, many with big annual fees and high interest rates. A lot of Americans still carry cash. How 20th century.
  15. Americans stubbornly cling to their weights and measures. Almost every country in the world has gone metric. Not the US of A. Every American expat has to translate their heights, weights, volumes and temperatures. Since I’m mathematically inclined, it’s easy. Other Americans just give up. But when they say it’s 32 degrees, they mean it’s freezing. People in China are baffled because they seem to be saying that it’s 90 degrees (Fahrenheit) – 32 degrees Celsius. By the way, I am 168 cm tall.
  16. You can’t always get what you want. Some food favorites from the U.S. are not popular in China: Bagels, donuts, rye bread, corned beef, cheese, queso, hummus, cream of mushroom soup. We have to be patient and wait for the next trip home.
  17. Chinese have a different version of Christmas. Yes, there are Santa Clauses, Christmas trees and Christmas songs across China. ‘Tis the season for conspicuous consumption. What’s missing? In a sentence: The Chinese Christmas does not have Christ and does not have a mass. Merry Christmas, everyone!

Do you have any more cultural differences to add to the lift? Post a comment.


Hidden Gems of Beijing: The Ming Tombs

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The Ming Tombs are often overshadowed on the Beijing tourist trail by the nearby Great Wall, one of the world’s greatest wonders. In the past, en route to the Great Wall, I’ve quickly visited the publicly open parts of the 13 tombs of Ming Dynasty emperors buried in an arc-shaped valley at the foot of the Jundu Mountains, about 40 km north of the Forbidden City.

The second Ming emperor, the Yongle Emperor Zhu Di, decided to build royal tombs in his northern capital of Beijing in 1420 rather than the southern capital, Nanjing, chosen by his predecessor because of its distance from the Mongolian frontier. The tombs themselves have been ransacked and emptied of valuables, starting in 1644 when the rebel army of Li Zicheng’s ransacked and burned many of the tombs as he advanced toward Beijing, where the last Ming emperor committed suicide shortly thereafter. But the glorious structures remain.

Today, there are three public museum sites among the 13 tomb locations. It’s a massive, sprawling complex that stretches over 40 square kilometers. I feel sorry for the tourists who never get to visit the tombs because of the even-more-famous sights to see in Greater Beijing.

Off the beaten path of tourist Beijing, the tombs have their own fascinating history that touches the contradictions of modern (and ancient) China. After the Yongle Emperor built the Forbidden City in Beijing in 1420, he decreed that a burial site be found to house the remains of future Ming emperors. Four years later, his was the first of 13 mausoleums built in a verdant valley beneath the Jundu Mountains, not far from the Great Wall.

The place has been ransacked repeatedly in the six centuries that have followed, most notably during the revolution that preceded the fall of the Ming Dynasty and the Cultural Revolution that followed the rise of Mao Zedong. Its tombs have been raided for political and pecuniary purposes. But its Sacred Way, sometimes known as the Spirit Way or the Avenue of the Animals, remains as a reminder of the permanence of Chinese history, despite its periodic revision.

A final contradiction: A photo of Mao admiring one of the spirit elephants is posted on the Sacred Way, but Red Guards a few years later seized the remains of Emperor Wanli from the Dingling tomb, posthumously “denounced” him and burned his remains, along with his Empress.


Hidden Gems of Beijing: The Old City Wall

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The Great Wall of China is Beijing’s most famous wall. But there’s another not-as-great wall in Beijing that is more relevant to the capital city’s history and culture. The “Inner City Wall” was built in 1419 early in the Ming Dynasty and formed a highly fortified rectangle that stretched for about 40 km around the Forbidden City and the “inner city” of Beijing.

Well into the 20th century, camel caravans would approach the city gates from the Silk Road, and horses (animal and then iron) would approach from the port of Tianjin. Moats surrounded the defensive fortifications, and a series of watchtowers provided housing for the soldiers.

Several of the gates were heavily damaged by troops from eight foreign nations during the 1900 “Boxer rebellion,” but the walled city remained, in its decaying grandeur, until a combination of the Cultural Revolution and the coming of the Beijing subway resulted in the almost-complete destruction of the ancient wall.

Today, few remnants of the old city wall remain (unlike the restored walls of Xi’an and Nanjing). But there is a mile-long stretch from the Southeastern Watchtower near the former Dongbian Gate to the Chongwen Gate that has been preserved as Beijing Ming City Wall Relics Park. The park was created in the early years of the 21st century when the ramshackle residences, with no heating, running water or plumbing, that abutted it were bulldozed and replaced by flowering trees, grass and hiking paths. (The ancient trees from the Ming era remain.) A small museum on the ramparts contains historical photos, an art exhibit and a few relics. You can walk atop a short section of the original ramparts then continue your stroll at street level. Ancient history, hidden in plain sight.


The role of social media in the spread of hate speech

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Remembering the victims in New Zealand. (Wikipedia photo by “Natecull”)

Following the murder of 50 people in Christchurch, New Zealand, by a white supremacist from Australis, China Radio International devoted its weekly news round-up on March 22 to issues raised by the massacre of Muslims during services at two mosques. The discussion focused on the role of social media in the spread of hate speech and the power of the internet to radicalize the disaffected around the world.

Here are my answers to a series of questions posed by the hosts:

Q: Lots of tough questions are being asked about the role of social media in the wake of the horrific shooting at two New Zealand mosques. First of all, do you think this is an attack made by and for the internet?

A: Yes, this is a modern terrorist attack using the true definition of terror. It is designed to create fear and anxiety in the global public by making people think such mass murder and mayhem can happen anywhere. If it happened in New Zealand, is my own city safe?

The gunman was introduced to white supremacy hate material on the internet and was radicalized via the internet and social media. He chose New Zealand because it was a soft target and because he thought an attack there would have maximum impact.

Q: As the gunman decided he was going to use his camera as he began this terrible massacre, was there anything in social media to stop him?

A: Facebook live and other live-streaming sites cannot be blocked in advance. The only way it could have been stopped in advance is if his account had been suspended. After the attack was underway, police called Facebook and the live-streaming was stopped. But millions of video clips of the massacre had been shared. Such reactive measures don’t solve the problem.

Q: We know that underneath it all is white nationalism or white supremacy, a kind of racism that has always existed. What’s so special about the social media’s role in this?

A: Social media makes it easy for haters or all political ideologies to meet like-minded people and to reinforce their worst tendencies. Radicalization, whether it is Islamic extremism, Hindu extremism or white Christian supremacists, is easier on the internet. While government around the world, from the U.S. to Russia to China, have focused on potential Islamic terrorist threats, there has been little attention from governments on white supremacists in the U.S., Europe and the European colonial diaspora.

Q: What role is social media playing in the spread of extremism in today’s world?

A: Social media makes it easier to target fellow haters and share material with them. The problem is exacerbated by the algorithms of such platforms as Facebook and YouTube that suggest posts similar to the ones you are reading. Facebook and YouTube make money from the advertising, so they have little incentive to act as responsible corporate citizens. As a result, white supremacists can view one hate-inspiring video on YouTube, and YouTube abets their radicalization by suggesting other videos. I did research on anti-Jewish videos on YouTube and discovered how the YouTube algorithm opens door after door with Russian anti-Semitic videos and Middle Eastern and North African anti-Jewish diatribes.

Q: Association of New Zealand Advertisers and Commercial Communications Council said in a statement, quote “The event in Christchurch raise the question, if the site owners can target consumers with advertising in microseconds, why can’t the same technology be applied to prevent this kind of content being streamed live?” How do social media platforms like Facebook take down videos? Is it that they could not stop this or did not stop it?

A: This sharing of hate can be combatted. It requires two things. Social media platforms must spend more money and hire more humans to monitor hate speech and take down posts and videos that foment radicalization. And the platforms must be more aggressive at fighting white supremacists. Thus far, they are not nearly as committed to fight Christian extremists as they are Muslim extremists. Both are deadly and anti-social.

Q: Critics of the companies say that Facebook and YouTube have not done enough to address the white supremacist groups on their platforms. There was a time when ISIS videos and ISIS content and propaganda were proliferating on all of these platforms. They have been quite successful at tamping down on that content and making it far less a problem. Critics cite this as proof that the problem is well within the power of the companies. It’s just that they haven’t prioritized the problem of white supremacist content. Do you think that’s really the case? And why is that?

A: White nationalists in the U.S. have launched a public relations campaign, aided and abetted by Donald Trump, accusing Facebook, Twitter and YouTube of being liberal, anti-conservative and anti-Christian. One far-right American congressman recently sued Twitter for $250 million and accused it of anti-Republican and anti-conservative bias. The platforms must ignore these critics and their misdirection attempts and be as aggressive in combatting white supremacists as they are Islamic radicals. White nationalists have been responsible for far more deaths in the U.S. — of Jews, Muslims, Sikhs and Christians, both white and black — than Islamic terrorists are. As you noted, it can be done. They are just not doing it effectively so far.

Q: These companies are American companies, and Islamophobia is somehow widespread in the US right now. Should we buy the argument that the business model will inevitably lead to this type of content no matter what?

A: I disagree that Islamophobia is widespread. It is contained within a narrow group. But it is encouraged by the hate tweets of Donald Trump and the irresponsible television propaganda of most Fox News shows.

Q: Do you think media, especially social media, has demonized the image of Muslims since 911?

A: No. Not most media. Remember that then-President George W. Bush went to a Mosque in Washington shortly after the September 11th attacks and called for brotherhood and understanding. There’s no doubt that anti-Muslim sentiment in the U.S. increased after 9/11, directed mostly at Saddam Hussein, who was not responsible for the attacks, and Saudi Arabia, which was home to most of the attackers and finances a radical brand of Islam. And, yes, there were sporadic attacks against Southwestern and South Asians, including a number of Hindus and Sikhs from India. It’s always bad to think of individuals as members of a group, whether they are Palestinians from Gaza or Uighurs from Xinjiang. That thinking, demonizing groups because of the misbehavior of a few, creates a risk of overreaction.

Q: Do these social media platforms see their responsibility as stopping this kind of material from being spread? Do they have an incentive to let extremist content remain on their platform as long as it’s profitable for them? (There’s a growing concern that the algorithms that determine what people are likely to see have become tilted toward promoting extremist content.)

A: Social media platforms must remember that they are corporate citizens and citizens of their nations and the world. Yes, they want to make money, and they have a human right to make money. But they also have a responsibility to the society at large. At this time, the scales are unbalanced and favor profits over social responsibility. That must change through persuasion and, if necessary, government regulation. That’s a dangerous road to go down, but it can’t be ruled out if self-regulation doesn’t work.

Q: New Zealand’s prime minister, Jacinda Ardern, had some strong words for the social media companies that enabled the shooter to broadcast his massacre. She said: “They are the publisher, not just the postman.” That’s a challenge to the American view on social media. The Communication Decency Act originally passed in 1996 designates internet forums as carriers like a telephone company or postal worker rather than a publisher. What do you see as the role of social media platforms like Facebook or Twitter? Should they be held responsible for the speech that occurs on their platforms?

A: American laws are outdated. I covered that 1996 debate for Business Week, and the 1996 law was outdated almost as soon as it was signed into law by then-President Bill Clinton. Telecommunications companies wanted, and received, protection against lawsuits. As the proliferation of internet and social media hate speech has shown, Google and Facebook and Twitter and Weibo and WeChat are publishers and not just mail deliverers. Facebook has replaced local newspapers, taking their readers, and even more, their advertisers. At a minimum, people who suffer damage as a result of their posts should be allowed to recover damages. The economic threat of damages might prompt the companies to enact reforms that they have not yet adopted because they face little economic risk for allowing hateful content to thrive on their platforms.

Q: There’s similar debate in the US. Republican Devin Nunes is suing Twitter and three users of the platform for defamation, claiming the users smeared him and the platform allowed it to happen because of its political agenda. He’s challenging the Communications Decency Act which protects internet service providers from defamation claims. How do you look at this lawsuit?

A: The suit is absurd on its face. It is not illegal to make fun of politicians and to criticize them sarcastically. This meets the definition of a frivolous lawsuit. That doesn’t mean that the Communications Decency Act of 1996 shouldn’t be changed to remove the protections written into it by a previous generation of internet giants, when there were no Facebooks, Twitters, YouTubes or even Googles.

Q: Some see the responsibility of social media companies as providing a platform for free speech. Do they have an obligation to remove the extremism content? Should there be a balance between the protecting the right to freedom of speech and preventing harm it can cause?

A: They have a moral responsibility to remove extremist hate speech. Most of the world, including the United States, protects freedom of speech. But the freedom of speech is not unlimited. You can’t threaten the life of a president or conspire to violate laws. What’s harder is to find these haters in the dark recesses of the internet and snuff out their dark conspiracies.

Q: Will it be a problem if social media platforms are given too much power over speech and thought online?

A: Yes, too much power in private hands is dangerous, as is too much power in government hands. But there’s a difference between controversial speech, like advocated Communism in the U.S. or feminism in China, and hate speech. There can be near-universal agreement that plotting violence, sharing information on building bombs or creating guns with 3D printers, or advocating violence against non-whites or non-Muslims, crosses the line into impermissible speech. Social media platforms have a moral duty to self-regulate when it comes to hate speech and violence.

Q: What do you make of the phenomenon of online radicalization? Should social media bear all the blame, or do you feel there are some deeper social problems behind this that’s perhaps too large for tech companies to fix on their own?

A: There are deep social problems. Radicals, include white supremacists in the U.S., have been emboldened by the statements of politicians like Donald Trump and Congressman Steve King. The tech companies can’t fix the problem on their own. Congress must act. But that doesn’t mean that social media platforms shouldn’t do their part and shouldn’t be leaders in encouraging a new era of civility.

Q: People used to conceive of “online radicalization” as distinct from the extremism that took form in the physical world. But do you feels that nowadays more extremists are getting radicalized online? If we look at how ISIS used social media to spread their propaganda, and how the “Yellow Vest” movement in France flourished on the social network.

A: As I tell my multimedia journalism students, digital platforms are merely a means to deliver your message. The root of hate speech is the same, whether it is shared in terrorist training camps in Pakistan or Somalia, in troll factories in Russia, or in basements and garages in rural America.

Q: Have Extremist groups in recent years been using social media as a recruitment tool? Who are their targets?

A: Their targets are alienated people, many of them young, who feel that they’ve been left behind by society, and they blamed others. Most of these people are less educated and many are struggling financially. Social media is an easy way to find a community of like-minded thinkers who make you feel better about yourself and point you toward groups to blame for your problems.

Q: An Op-Ed on Wall Street Journal by Peggy Noonan said: “Social media is full of swarming political and ideological mobs. In an interesting departure from democratic tradition, they don’t try to win the other side over. They only condemn and attempt to silence.” Do you think that’s a fair judgement of the online environment today?

A: Yes, Peggy Noonan makes a good point. These haters are not trying to convert people, they are trying to convince converts to act on their worst impulses.

Q: Do you agree with government intervention in preventing online extremism or hate speech on social media?

A: It’s always dangerous for governments to become involved in free speech, but hate speech is not protected anywhere, so a combination of government action and self-regulation by tech companies is needed.

Q: What do you make of the role of social media in today’s politics? Take Donald Trump, the twitter president, for example, some say he has weaponized the social media, using it not just to reach the masses but to control the news agenda through bluster and distraction. What’s your thought?

A: Trump has weaponized social media. I strongly believe that there is not more prejudice in America today than when Trump became president, but the haters and provocateurs who were there before have been emboldened and empowered by Trump’s words and actions. When he defends Nazis in Charlottesville, Virginia, by saying there are good and bad people on both sides of the white supremacy debate, that sends a message not only to neo-Nazis but to far-right Christians. When he called for a ban on all Muslims entering the United States, something the American courts would not allow because it is an illegal religious test, he is sending a message to white supremacists. When he calls Mexicans rapists and drug-dealers, he is sending a message. Some of this is bluster. Some of it is an attempt to dominate each day’s news cycle. But the overall message is that white supremacists have a safe space to operate in corners of Trump’s America.

Q: President Trump claimed on Tuesday that social media companies are biased against Republicans. Is that really the case? Why is he saying that?

A: Every time a far-right media personality is sanctioned by social media authorities, Trump repeats this claim. It’s specious. But he has his right to free speech. Lying is not against the law, unless you do it to the Congress or the FBI or other law enforcement agencies.

Q: How do you see the social media’s impact on how politicians raise money and communicate with voters?

A: One of the good things about social media is that it helps you build communities of like-minded people. It has been a very effective tool for a few politicians, led by Donald Trump. On the Democratic side, social media has allowed Beto O’Rourke, the former Texas congressman now running for president, to raise more campaign money in one day than all of the better-known candidates such as Senators Bernie Sanders and Elizabeth Warren. It has made freshman Representative Alexandria Ocasio-Cortez to become the most-followed member of the U.S. Congress and to give voice to her brand of Democratic socialism. And it has allowed a humorous parody site called Devin Nunes’ Cow to have more followers than the California congressman it is skewering with its humor.

Q: There are of course positive aspects of social media, say, transparency, respect for individual rights and rejection of power imbalances. If we look at the bigger picture, how is social media transforming the use and misuse of power?

A: Like all forms of media, social media has good and bad. Think of the power of previous media such as radio and television. Radio brought entertainment to the masses in their own homes, and it allowed American president Franklin Roosevelt to reassure Americans at the depth of the Great Depression of the 1930s. But it also helped bring Hitler to power and to maintain his power. Television was hailed for its potential as an educational tool, but later become known as “the idiot box” for stupid programming. And the internet made research and communication easier than they had ever been, but it also monetized pornography and enabled terrorist groups to organize and thrive. Social media builds communities, but it also tears at society’s social fabric. All forms of media are a reflection of human beings, in their glory and their capacity for evil.