The first is how Internet-based education promotes the individualization of practices and actions implicitly. The Internet is celebrated by many educators as it enhances the responsibility of individuals to make educational choices and address the consequences of their choices. All forms of Internet education outlined in this section require an individual’s self-addiction to increase; the success of education primarily depends on the ability of individuals to direct their ongoing relationships by learning in a variety of preferred ways. Of course, this is often considered to work in favor of individuals and against government agencies. Even so, the idea of responsible and self-determined students is based on the unrealistic assumption that all individuals have the ability to act in controversial and authoritative ways throughout their daily lives. In Bauman’s (2001) term, a successful online student is a person who is able to act effectively as a powerful individual rather than a jury individual, i.e. someone who simply makes it a personality. Of course, only a special minority can act in a very powerful way. Thus, these individualized actions cause education to be an area of increased risk and opportunity.
For example, how many people are equal when making the education choices that the Internet actually offers? How does the Internet conclude clearly with extended freedom, such as the freedom of education, increasing and expanding educational activities in the home environment? To what extent do personalized forms of Internet education facilitate the large-scale adaptation of homogeneous educational services and content? What is the nature of the collective form of Internet-based education? How does the student community formed through the internet differ in terms of social diversity, obligation, or solidarity? Is the internet damaging or even eroding the concept of education for the good of society?
First of all, is there a need to recognize the role of commercial and private actors in the growth of Internet-based education? In fact, the role of the private sector is an integral part of the many forms of Internet-based education described in this chapter. For example, the global education/technology market is estimated to exceed the US $ 8 trillion, with the level of private equity investment in online education increasing. A number of multinational business interests, such as Pearson, Cengage, and McGraw-Hill, are now heavily involved in e-learning and business providing online teaching and training – competing with many small business problems and a number of nonprofit organizations. It is clear that Internet-based education marks a significant departure from the planned economic model in which the provision of education is largely government protection; public sector institutions. Of course, it can be seen that the increasing involvement of business interests in online education has a lot of potential for profit. The private sector can focus on significant technological resources and expertise in matters of education. It is often assumed that the training provided commercially is more responsive to the demands of its customers – whether it is student choice or the long-term needs of the business and industry workforce.
Moreover, as Chubb and Moe (2012) argue, an increase can arise from market competition between private and public education providers: “in time, profitable institutions can do extraordinary things with computerized instructions – imagine the equivalent of Apple or Microsoft, with the right incentives to work in higher education – and they may provide healthy competition to nonprofits to provide innovative high-quality content. However, with the possibilities for innovation and commercial magic, there are a number of reasons to challenge the education agenda in this way. For example, how committed are IT manufacturers and vendors to the benefits of educational technology above and beyond the question of profit and market share? Given that education is an inseparable element in determining the life opportunities of the most vulnerable members of society, Silicon Valley, venture capitalist thinking from high-risk startups with high failure rate expectations? What are the moral and ethical implications in reshaping education in line with market strength and commercial value? Why should education be appropriate? What is the need for a digital economy?
Another important issue with the increasing importance of education on the Internet is the ways online data and information now define and define social life. The Internet has certainly expanded the importance of databases, data mining, analytics, and algorithms, with organizations and institutions increasingly functioning through continuous data collection, collection, and (re) analysis. More importantly, the Internet allows for large scale execution of this data in bulk. We now live in the age of Big Data where computerized systems provide vast amounts of information generated by and by people, objects, and their interactions.
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