A/HRC/32/37 57. Academic freedom includes the right to teach without any interference, including the right to choose the content and methods of teaching and the freedom to use or not to use any specific technique or technology. 58. In the light of the rise of online and web-based learning, the Special Rapporteur considers it important to recognize the limits of the pedagogical value of technology-based and distance education, putting a premium on face-to-face learning and human interactions in education. All forms of online education may help increase access to higher education, but only if they are a supplement to, and not a replacement for, proven pedagogical practices. Very high enrollment rates for massive open online courses are offset by their extremely low completion rates, which traditional face-to-face teaching does not suffer from. 59. The introduction of technology in the classroom does, however, have an important impact on the role of the teacher. Electronic materials should complement the existing classroom practices, as videos or online exercises supplement traditional learning. Through face-to-face interactions the teacher can more easily gauge the level of understanding and participation of learners and implement interventions to address issues.27 60. The current implementation of massive open online courses seems to focus more on content dissemination and rather less on learner engagement and interaction. This concern is consistent with the recent discussion within the research community regarding the approaches needed to make massive open online courses more interactive, social and personalized.28 61. In digital classrooms, the teacher remains responsible for selecting and developing the curriculum. Guidance, attention and commitment are necessary for student-centred learning. VIII. Preserving human values in digital technology 62. There are critical questions relating to human values and the education system. For example, the Committee on the Rights of the Child has expressed concern about the risks that access to the Internet, whether at school or at home, pose for children. 63. The negative impact of information and communications technologies on the quality of learning, as well as on the mission of universities as the seat of learning, must be taken into consideration. Without diversified sources, massive open online courses can reinforce a monolithic education system. A greater proportion of students are reading less, referencing less and writing with less clarity and boldness. Students rely on the Internet rather than on referred course readings for research material. The popularity of Google is facilitating laziness, poor scholarship and compliant thinking. 29 The Internet seems to be chipping away at students’ capacity for concentration and contemplation.30 Use of the Internet and digitalization places the focus on application rather than on contemplation. 31 27 28 29 30 31 12 Leila Goosen and Dalize Van Heerden, “E-learning management system technologies for teaching programming at a distance”, Proceedings of the International Conference on e-Learning (2015), pp. 116-126. UNESCO, Leveraging Information and Communication Technologies to Achieve the Post-2015 Education Goal, p. 28. Tara Brabazon, The University of Google: Education in the (Post) Information Age, cited in John Morgan, “Universities challenged”, p. 16. Nicholas Carr, The Shallows, p. 13. Susan D’Antoni, ed., The Virtual University, p. 53.