Bricks and Clicks the Internet,

Bricks and Clicks The Internet, which has only been utilized by the general public for less than a decade, is bringing numerous changes to the world of communication. The structure of education, for example, is completely altered. Press, Washburn and Broden (2001) call this "bricks vs. clicks." That is, instead of actually going to the universities (bricks), students can now obtain degrees virtually online (clicks). Distance learning, formally known as "technology-based education" or informally called "e-learning," is increasingly becoming an integral part of post-secondary education (U.S.

Department of Education, 1999.) More than one-half of the nation's colleges and universities currently offer courses by way of the Internet and dozens offer undergraduate and graduate degrees entirely online (Press, Washburn, & Broden, 2001). Distance learning began just as it name implies. It was developed for students who could not easily reach a campus because of their remote location.

Now e-learning is becoming more popular for other individuals with special needs, such as part-time students, adult learners who are short of time due to additional commitments, and employees hoping to pursue a degree while working full time. Virtual classrooms are not aimed at the traditional pool of high school graduates, but for other markets. For example, according to Guernsey (1998), those going online for a degree are normally older than the traditional undergraduates.

The universities see this avenue as a big economic plus, since it may eventually reduce the millions spent in building new facilities. Instead of attending classes, students just travel online to a designated website, enter their password and click on a digital recording of the professor's lecture and the day's assignment. Learners from anywhere in the world can tap into the coursework, chat with other students, listen to the lecturer and hand in their materials any time day or night. This 24/7 availability is what pleases students the most.

They can access the information after work, on the weekend or 3am in the morning in their pajamas. However, e-learning is not for everyone. It takes a certain type of learner (Imagine, May/June, 1998, p 13). First, students must be self-starters and definitely not procrastinators. Every day or night they have to go online or they will quickly fall behind. No one will be urging them on to complete the assignments. Second, students must have the necessary time to devote to their studies.

Just because they are not driving to the campus does not mean they will be spending less time in class. Individuals with time-consuming work or family responsibilities should think twice about pursuing a degree. It may be better to take a course on trial. Third, individuals save money on gas, but it still costs the same per credit of the normal university. Students should also be careful of the level of education. As with any enterprise, there is the good and the bad.

Numerous so-called "universities" that are not accredited are seeing this as an excellent way to make money. Also, warns David Noble, a historian at York University in Toronto and co-founder of an advocacy group called the National Coalition for Universities in the Public Interest, although universities originally say their courses are going to be led by prestigious on-campus professors, many of these institutions are giving the work to an assortment of poorly paid "readers" and associate instructors in order to pay for increasing administrative costs.

"Schools like Columbia and the University of California, Berkeley, experienced dropout rates from their correspondence programs of 70 to 80%, and critics began to assail the practice of inducing students to enroll under.