DESCRIPTION: This article discusses the absence of adequate data on the effects of the internet in education.
"The next big killer application for the internet is going to be education, "John Chambers, CEO of Cisco Systems, said back in 1999. "Education over the internet is going to be so big, it is going to make e-mail look like a rounding error."
Two years after Chambers
made this prediction, in April 2001, Charles M. Vest, who was at the time
President of the Massachusetts Insitute of Technology (MIT), announced that the
university was making materials for nearly all its courses available for free
on the internet over the next ten years under the MIT OpenCourseWare (MITOCW) initiative. Five years
later, UC Berkeley announced its own plans to offer complete academic courses
on Apple's iTunes U. Yale, Stanford and Harvard soon followed with similar
initiatives.
Today, internet-based
educational services and applications have evolved, and many more experts,
scholars and institutions have embraced the worldwide web as a revolutionary
educational medium. Millions of people across the planet access online
educational courses -- both open and formal -- through VOIP services,
podcasts and an abundance of digital reading material.
Limited knowledge base
While the internet is
generally acknowledged to be a positive force behind the effort to expand the
reach of the world's educational institutions, some experts have acceded that
very little is known about its actual impact on the quality of learning.
And experts like Francesc Pero of the UN Educational, Scientific and
Cultural Organization (UNESCO) are beginning to find this shortage troubling.
In a report for the World Economic Forum, Pero
describes how, while reviewing global policies on technology in education, he
was surprised by the limited existing information on the effects of modern
communications technology on education. "If good a
evidence-supported knowledge base existed in this domain," he
says,"then the analysis of these effects, and the factors that determine
or conditon them, could be used to unveil what works and why."
Pero's observation
coincides with the results of a survey among technology and education experts
published by the Pew Research Center last year. The research
organization's poll indicates a disagreement among those surveyed about how the
internet is influencing traditional higher education, in particular.
Opposite views
One respondent to the
survey, Sam Purnett, president of FAD Research, warned that online courses
generally fail to mirror the face-to-face interaction that occurs within the
physical classroom. "On-screen learning is appropriate in some instances,particularly
as a supplement to the classroom," Purnett said, "but it will always
be inferior in the quality of information exchange and interaction."
Others, like Peter
Finch, director for technology for the public media company, WGBH, took the opposite
stance.
"As communications
technologies improve and we learn how to use them better, the requirement for
people to meet face-to-face for effective teaching and learning will
diminish," Finch said. "Some institutions will focus on facilitating
virtual environments and may lose any physical aspect."
The need for student
assessments
Pero concedes that, at
least on a global scale, technology policies in education are -- as of yet --
not based on any recognized body of empiricial evidence. The limited
knowledge base on the subject -- and the obvious disagreement among experts
polled by the Pew Research Center -- appears to support his opinion squarely.
"Policymakers," Pero says,"may be trusting the
unknown."
Pero is however hopeful
that emerging questions surrounding the effects of new communications
technologies on teaching and learning will give rise to national and
international student assessments. These, he says, have been helpful in
the past. "But the right research questions must be asked," he
points out.
Pero says these right
questions will not be about whether the internet and technologies like it
should be used at all in education, but about which technology solutions are
best suited to evolving learning requirements. "Equipment may shine
and speak for itself," Pero says," but unless it is properly used, no
educational effects will ever be seen."
Author Bio:
Henry Conrad is a 29-year-old game developer from Albuquerque, New Mexico. Aside from gaming and being a tech junky, he also dabbles in creative writing, which allows him to create great storylines and backgrounds for his characters. . Follow me on Twitter and join me in Google +