Claims for online teaching: separating the real from the virtual

2          Claims for Online Teaching

“It may not be obvious yet, but the long-term implications are a worldwide network and a real marketplace for University and college level education”.(Harasim, Hiltz, Teles, & Turoff, 1998)

Currently, Australian universities are in the position of having to find additional funding sources to make up for reduced government funding. This comes at a time when the advent of online education has the potential to erode the traditional student base. For many institutions a significant source of additional income comes from fees charged to international students. Overseas students, who have access to the Internet, now have the option of obtaining their qualification online from home. This can be attractive in terms of convenience, security and overall lower costs (Harasim et al., 1998).

The global market is both an opportunity and a threat. For example, countries with large populations but a limited ability to send students overseas to study such as China, India and Pakistan, are seen to offer enormous potential for expansion of educational delivery (Hosie & Mazzarol, 1999). On the other hand, the institutions that offer this education can be located anywhere in the world. Many of these competitors are new to distance education.

There is also increased competition to attract on-campus students. A survey of a relatively large group of experts within the international education sector suggests that the effective use of information technology “ranks along with institutional quality, market reputation, product offering and financial resources” as important factors in successful marketing (Hosie & Mazzarol, 1999). Domestic students are also beginning to demand courses that develop skills in information technology and communication that they see as essential for future employment (Littlejohn & Sclater, 1998; Witmer, 1998).

Both international students and local students (particularly school-leavers) will continue to be influenced by other factors, such as the quality of facilities, reputation and the ability to socialise in ‘real’ reality. Nevertheless, there are reports of online subjects attracting significant numbers of students who live within commuting distance of the delivering campus. (Harasim et al., 1998; Kies, 1998). This may be a result of the increased flexibility offered by such subjects.

<< Previous    1  [2]  3  4  5  ...10    Next >>