Information Technology Reference
In-Depth Information
INTRODUCTION
is no longer based solely on geographic
obstacles and schedule constraints; many
students report a preference to the online
learning format for a variety of reasons.
For example, some students perceive on-
campus course experiences as high-pres-
sure, uncomfortable, and even exclusion-
ary because of cultural differences, social
class background, lack of facility with the
English language, age, and so on (Burbules
& Callister, 2000a). Additionally, because
these students typically have full lives and
busy schedules with which to contend, they
want what they want, when they want it:
(1) students expect their learning opportu-
nities to be available immediately, and (2)
students need learning experiences that are
directly applicable to their needs and im-
mediately transferable to their professional
settings (Grabinger & Dunlap, 2004).
The world we live in is changing right before our
eyes, as well-illustrated by Dr. Michael Wesch's
thought-provoking YouTube video, “A Vision
of Students Today” (http://www.youtube.com/
watch?v=dGCJ46vyR9o). One basic point made in
this video is that information and communication
technologies are drastically changing the world
we live in, and institutions of higher education
are now scrambling to attend to these changes.
Specifically, universities are trying to adequately
respond to a trifecta of emerging trends:
•
Today's economy depends increasingly
on employees who are quick and effi-
cient lifelong learners (Hinrichs, 2004).
Employers are now looking for employees
who can think critically and solve a range
of problems, move easily from one task to
another, work efficiently and effectively
in team situations, and constantly adjust
and enhance their knowledge and skills to
meet ever-changing needs (Casner-Lotto
& Barrington, 2006; Dunlap, 2005).
Reflecting and in response to these specific
trends, lifelong learning is increasingly recognized
as a critical educational goal. Lifelong learning
is intentional learning that people engage in
throughout their lives for personal and professional
fulfillment to improve the quality of their lives
(Dunlap & Grabinger, 2003). The emergence of
Web 2.0 technologies, and the participatory culture
those technologies engender, has great potential
to support lifelong learning endeavors, allowing
for informal, just-in-time, day-to-day learning.
Unfortunately, people are often ill-equipped to
engage in lifelong learning (Dunlap, 2005), let
alone take full advantage of the abundance of
resources available at their fingertips via Web
2.0 technologies.
We believe that postsecondary educators
preparing students for professions in this day
and age are obligated to help students develop
into competent lifelong learners. In this chapter,
we will describe and present examples of how
online technologies are making just-in-time,
at-your-fingertips lifelong learning a possibility.
•
Postsecondary education has been involved
in a paradigm shift from teacher-centered
learning to student-centered learning (Barr
& Tagg, 1995; Boggs, 1999; Harden,
2000). This shift substitutes teacher-cen-
tered learning's goal of providing instruc-
tion through transfer of knowledge with
student-centered learning's goal of produc-
ing learning through student discovery and
construction of knowledge (Barr & Tagg,
1995). Universities have been encouraged
to focus their strategies and resources on
this paradigm shift in an effort to make
learning more meaningful and lasting for
students.
•
The postsecondary audience is demanding
more distance and online learning opportu-
nities (Grabinger & Dunlap, 2004; Ludwig-
Hardman & Dunlap, 2003). This demand
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