Globalisation, post‐Fordism and open and distance education

Evans, Terry

doi:10.1080/0158791950160207

Cited by 33 publications

(25 citation statements)

References 12 publications

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“…Learning (2002) and WebCT (2002).) In contrast, I have argued elsewhere (Evans, 1997) that these ICTs can be (are?) used just as readily to provide 'access' to knowledge, values and ideas that empower local people to participate knowledgeably in developing their nations and societies, and to participate as global citizens.…”

Section: Globalisation Icts and Educationmentioning

confidence: 94%

“…As noted above, for distance educators who seek to embrace the world using the ICTs, there arises the matter of the' access versus invasion' dilemma (Evans, 1997) that their practices bring. That is, the access to their courses by those around the world may well be seen as a benefit, especially for those who otherwise would not have had access (a major imperative of distance education for the past century at least), but the cultural invasion that comes as a consequence is something that needs to be understood.…”

Section: The Challenge Of Globally Inclusive Quality Education At a Dmentioning

confidence: 99%

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Globalisation and reflexivity: some challenges for research into quality education mediated by ICTs

Evans

2003

Quality Education @ a Distance

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Globalisation can be characterised, Giddens (1994) suggests, as a process of 'intensified reflexivity' that creates the conditions for 'a world of clever people'. Information and Communication Technologies (lCTs) are fundamental to globalisation and they have also been incorporated into the new educational technologies deployed by educators to (re)create 'a world of clever people'. Together, education and the ICTs are strong forces for globalisation where both curriculum and pedagogy shape the knowledge and values of the rising generation of 'clever people'. This chapter posits some research issues and questions that might be usefully pursued in transnational collaborative research or are germane to its conduct and contexts. These matters include: the place of leTs in research work; the challenge of globally inclusive curricula and the impact of English as the global language; and ICTs decentring the research centre

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Section: Globalisation Icts and Educationmentioning

confidence: 94%

Section: The Challenge Of Globally Inclusive Quality Education At a Dmentioning

confidence: 99%

Globalisation and reflexivity: some challenges for research into quality education mediated by ICTs

Evans

2003

Quality Education @ a Distance

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“…One concern is that students from developing countries are hindered in their participation in global education due to the weak local technological infrastructure (see also Evans, 1995;Perraton, 2000;Rumble, 2001). With reference to Massey's (1994) concept of "power geometry," Kirkwood also expresses reservations about the cultural bias such students often encounter when accessing global networks.…”

Section: Ståle Angen Rye and Anne Marie Støkkenmentioning

confidence: 99%

IRRODL Volume 13, Number 1

Authors

2012

IRRODL

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“…Following Nicholas' (2003) argument, the reason why some students are able to take advantage of Internetsupported distance education while others are not has to be related to political and economic processes in the societies in which they live. As stated by Evans (1989Evans ( , 1995, distance education will always take place somewhere, and that place probably matters.…”

Section: Distance Education Technology and Placementioning

confidence: 99%

Exploring the gap of the digital divide

Rye

2008

GeoJournal

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While much of the literature related to the digital divide focuses on either technology penetration in developed countries or the introduction of new technology to the poor and disadvantaged in the developing world, this paper pays attention to the middle-classes in a developing country which is connected to the Internet but under poor conditions. The digital divide is examined by investigating how the uneven distribution of Internet connection influences distance education students' participation in higher education. Empirically, the paper is informed by a qualitative study of distance education in Indonesia. The main conclusion is that while in more peripheral areas students may not gain much from the use of new technology, the use of this technology may be useful for the further development of such regions. In central areas the new technology seems to contribute to students' study situations more effectively and the daily environment empowers the students' study activities, rather than vice versa.

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Globalisation, post‐Fordism and open and distance education

Cited by 33 publications

References 12 publications

Globalisation and reflexivity: some challenges for research into quality education mediated by ICTs

Globalisation and reflexivity: some challenges for research into quality education mediated by ICTs

IRRODL Volume 13, Number 1

Exploring the gap of the digital divide

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