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The FUTURE OF EDUCATION a CASE FOR CONTINUOUS ELEARNING

ACM Mid-Southeast 2008. The FUTURE OF EDUCATION a CASE FOR CONTINUOUS ELEARNING. The future of education?. Introduction to Information Technology student: “In the future, all education will be online.”. Education models. Caveperson model Socrates model Classroom model Correspondence model

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The FUTURE OF EDUCATION a CASE FOR CONTINUOUS ELEARNING

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  1. ACM Mid-Southeast 2008 The FUTURE OF EDUCATIONa CASE FOR CONTINUOUS ELEARNING

  2. The future of education? • Introduction to Information Technology student: “In the future, all education will be online.”

  3. Education models • Caveperson model • Socrates model • Classroom model • Correspondence model • Distance learning model • Supplemental model • Online model • Mixed-mode model • Web 2.0 model • Virtual model

  4. The future of traditional education • Online institutions will soon become the new “traditional” institutions in place of bricks-and-mortar institutions [Agre, 1999] • “Those universities that do not adapt will be left behind, their customers steadily siphoned off by more enterprising competitors” [Agre, 1999]

  5. The future of traditional education (cont) • “Only a few elite ‘traditional’ higher education institutions will survive, with the rest being replaced by more profitable and efficient commercial organizations” [Oravec, 2003]

  6. Why increased enrollments? • Bricks-and-mortar institutions were quick to begin offering online courses; thus capitalizing on the advantages of both face-to-face courses as well as online courses [Baer, 2000] • Students may prefer face-to-face coursework for various reasons including the social interactivity and extracurricular activities typically available in bricks-and-mortar institutions [2], [6], [10]

  7. Why increased enrollments? (cont) • The pressure for traditional students to attend college has increased [5], [11] • The pressure for non-traditional students to continue their education [3], [7], [9].

  8. The world of education is flat? • “Higher percentage of students applying to more geographically distant colleges and universities” [Dill, 2003] • “Despite the apparent competition among large numbers of public and private institutions for baccalaureate (first-level degree) enrollment, most students chose a geographically proximate institution of higher education” [Dill, 2003]

  9. The world of education is flat? (cont) • Decreased costs in student geographic mobility • Increased “information that colleges and students have about each other” [Dill, 2003]

  10. Why online model successful? • Convenience, convenience, convenience • Non-traditional students • Military personnel • Police officers • Busy professionals • Single parents • Physically handicapped

  11. Where is this all leading to? • Traditional learning • Increased use of technology to support classroom instruction • Web • Tegrity • Wimba • Surface computing • Supplemental tools such as simulations

  12. Where is this all leading to? (cont) • eLearning • Characterized by personalized, ubiquitous, on demand learning that makes efficient and effective use of advanced multimedia and simulation technologies such as virtual worlds.

  13. Where is this all leading to? (cont) • Instructors still responsible for: • Driving knowledge inquiry • Facilitating student reflection • “Technology has to transparently mediate interactions” (Burge, 2008)

  14. Questions/comments?

  15. References • [1] Agre, P. E. 1999. The distances of education. Academe, 85(5), 37-41. • [2] Baer, W. S. 2000. Competition and collaboration in online distance learning. Information, Communications & Society, 3(4), 457-473. • [3] Blass, E. 2003. The future university: Towards a normative model from an emerging provision of higher education in Britain. Futures Research Quarterly, 19(4), 63-77.

  16. References (cont) • [4] Dill, D. D. 2003. Allowing the market to rule: The case of the United States. Higher Education Quarterly, 57(2), 136-157. • [5] Isaacs, T. 2001. Entry to university in the United States: The role of SATs and advanced placement in a competitive sector. Assessment in Education, 8(3), 391-406. • [6] Lee, C. S., Tan, D. T. H., and Goh, W. S. 2004. The next generation of e-learning: Strategies for media rich online teaching and learning. International Journal of Distance Education, 2(4), 1-16.

  17. References (cont) • [7] Oblinger, D. 2001. Will e-business shape the future of open and distance learning? Open Learning, 16(1), 9-25. • [8] Oravec, J. A. 2003. Some influences of on-line distance learning on US higher education. Journal of Further and Higher Education, 27(1), 89-103. • [9] Ryan, Y. 2001. Higher education as a business: Lessons from the corporate world. Minerva, 39, 115-135.

  18. References (cont) • [10] Singh, G., O'Donoghue, J., and Betts, C. 2002. Opinion A UK study into the potential effects of virtual education: Does online learning spell an end for on-campus learning? Behaviour & Information Technology, 21(3), 223-229. • [11] Tsichritzis, D. 1999. Reengineering the university. Communications of the ACM, 42(6), 93-100.

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