Spencer This Chapter Focuses on

Spencer This chapter focuses on new developments in the field of adult education and also considers the impact of technology and the virtual classroom. An important aspect that the author discusses is the various problematics of modern adult education and the issue of whether it improves or retards the aims and goals of advanced education. A central aspect that is queried throughout is the theoretical concern about what modern education is meant to be.

A central aspect that is considered in this discussion is the modern imperatives and intentions that underlie and drive much of modern adult education. Reference is made to the importance of the modern concern to make adult education economically viable and educators more accountable to institutions and government for the end results of the educative process.

This refers to the central theme the runs through the chapter; which is the danger of reducing or losing sight of a broader, social and more inclusive idealistic view of education and adopting a skills-based or purely vocational view of adult education.

The author also explores the relationship between new educational technologies and the concept of education and educative value; for example, the view that the introduction of new technologies will make education more cost effective and "...mimic the use of technologies in business." (Spenser 98) While digital education is opening avenues to educators and students and becoming more popular, the question that resonates throughout the chapter is if it is "...capable of achieving a more diverse education purpose?" (Spenser 98) In order to address these concerns, the author carefully examines the probabilities and possibilities inherent in computer based adult education.

For example, the recent technological developments that have resulted in the creation of advanced educational tools such as video conferencing courses. (Spenser 98) in particular, the virtual classroom is examined. The virtual classroom is examined from a number of perspectives - including the way it affects critical and liberal education.

(Spenser 99) the advantage of the virtual classroom is that it allows for communication and interaction and is an improvement in many respects on previous distance education methods and models that isolated the individual (Spenser 99) on the other hand, in most cases access to these technologies cannot replace the oral and intimate advantage of the classroom. The author goes on to discuss the various barriers to education. Among these, one of the most significant is situational barriers.

Distance education tends to overcome many situational barriers as it allows access to these individuals who live in isolated areas, for example. Also included in this view is that distance learning becomes extremely important for those with constraints such as work and family commitments that might otherwise bar them from receiving advanced education. The author notes that many distance education institutions are intent on breaking down as many barriers as possible that prevent access. This also refers to aspects such as gender and socio-economic barriers.

However, while it may be argued that distance education and modern technology remove many barriers to education, yet the question remains as to the quality of the education that is being offered. The author constantly refers to the central theme of the importance of the social dimension and purpose of education - and the danger that this aspect is being lost in modern distance and technological education.

(Spenser 107) The author returns in this chapter to the importance of computer mediated distance education and the way that this has a direct impact on all education. (Spenser 110) the view is emphasized that adult education via the computer and the Internet needs to be viewed in a critical and responsible way, and not accepted carte blanche. This also refers to the critique of modern "...impersonal, atomistic and inherently oppressive forces" (Spenser 110) Theorists like Lindeman refer to the view that adult education should be "social education." (Spenser 111) in other.