By William H. Dutton, Brian D. Loader
This e-book responds to an ever-increasing name from educators, coverage makers, newshounds, mom and dad and the general public at huge for research that cuts in the course of the hype surrounding the data revolution to deal with key matters linked to new media in greater schooling and studying. This assortment is of price to those that are looking for a severe, non-commercial exposition of either the large possibilities and demanding situations for better schooling which are tied to using new info and verbal exchange applied sciences (ICTs) within the improvement of distance schooling and allotted studying. The chapters are written by means of top exponents, practitioners and researchers from numerous disciplinary views and the gathering as an entire spans nationwide limitations and reaches past the learn neighborhood to narrate to problems with coverage and perform.
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Additional info for Digital Academe: New Media in Higher Education and Learning
However, he believes that many advocates of the information society have uncritically accepted the assumptions underpinning this new paradigm. It has become almost an ideology rather than a theory that merits continual challenge and refinement through empirical research and reflection. A more conventional focus of governance studies has been on public policy and regulation. Public policies are both a major driving force and constraint on the diffusion of ICTs in higher education, such as in the area of intellectual property rights.
Historically, teaching, research and administration of universities have been relatively separate organizational fiefdoms. But the Internet and Web are creating a common interface for students and teachers to interact with one another and the university. Will the informational by-products of online education and electronic service delivery, such as day-to-day operational and management information, enable universities to be more efficient and business-like? And what will be the effect on the institution and quality of learning and education?
At the extreme, some virtual university proponents believe that media like the Internet can serve the functions of the traditional university by substituting for face-to-face education and learning (Noam, 1995; Denning, 1996). This is arguably one of the most non-traditional visions of online education enabled by ICTs, alongside that of individualized tutorial systems, which might be viewed as an extreme representation of the virtual university (see Chapter Nine). But even traditional, campusbased education is employing many of the same online media, particularly the Internet and Web to enhance course work.