Online education — but is it education?

ClearTony,

doi:10.1145/349522.349374

“…Indeed, McKenzie [17] suggests that industry certification is one of three areas that appear to be contributory to the decline in interest in academic computing qualifications, describing industry certification programmes as competition, suggesting that the prevalence and acceptance of industry certification by employers may devalue bachelor's degrees in the eyes of students. Clear [6] suggests that with the advent of cyber-learning models the perspective of "sort[ing] and certify[ing] people" as the real function of education may need to be taken more seriously, and that the ability to certify may be "the only true competitive advantage of the university" [ 6, p. 17].…”

Section: Introductionmentioning

confidence: 99%

Industry certification and academic degrees

Hitchcock

¹

2007

Proceedings of the 2007 ACM SIGMIS CPR Conference on Computer Personnel Research: The Global Information Technology Workforce

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University ICT degrees give students a well-rounded, broad base with which to move into industry. Graduates may however find that without specific product skills many employers may be reluctant to hire them [9]. One method of credentialing for specific products that has become predominant, described as a "parallel universe" [1], and that many advocate as being complementary to and may integrate with academic degrees, is industry-based certification. Some however, see industry certification as product-specific training, and academic degrees as education, with each being completely different markets. This discussion informs and advances that debate.

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Dimensions of distance learning for computer education

Clear

¹

,

Haataja

²

,

Meyer

³

et al. 2001

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In this paper, we explore what is variously termed distance learning (DL), asynchronous, online, Webbased, and Web-supported learning in terms of how it can support and perhaps even improve the fields of education involving computing. We use the term distributed education to cover all mentioned topics. We describe how the incorporation of these methods can benefit computer education. These benefits arise because of the nature of the computing field, the profound requirements for students to understand concepts and acquire skills as opposed to mere exposure to facts, and our assessment that distributed education has the potential to address many of the challenges identified. We conclude with suggestions on the incorporation of distributed methods into computer education. Acknowledgements:

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Dimensions of distance learning for computer education

Clear¹,

Meyer²,

Varden³

et al. 2001

Working Group Reports From ITiCSE on Innovation and Technology in Computer Science Education

4

0

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In this paper, we explore what is variously termed distance learning (DL), asynchronous, online, Webbased, and Web-supported learning in terms of how it can support and perhaps even improve the fields of education involving computing. We use the term distributed education to cover all mentioned topics. We describe how the incorporation of these methods can benefit computer education. These benefits arise because of the nature of the computing field, the profound requirements for students to understand concepts and acquire skills as opposed to mere exposure to facts, and our assessment that distributed education has the potential to address many of the challenges identified. We conclude with suggestions on the incorporation of distributed methods into computer education. Acknowledgements:

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Online education — but is it education?

Cited by 3 publications

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Industry certification and academic degrees

Industry certification and academic degrees

Dimensions of distance learning for computer education

Dimensions of distance learning for computer education

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