Internet-based Education
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In recent years, online or Internet-based education has emerged as an increasingly cost-effective means for educational institutions and corporations to overcome barriers such as geography and time to reach students and employees respectively (Rudestam & Schoenholtz-Read, 2002). Online education is characterized by two distinguishing features that separate it from its predecessors in distance education. First, it involves computer-mediated communication (CMC) that entails the utilization of communication technologies such as "e-mail, web-based instruction, Internet relay chat [and] two-way video conferencing" (Mudd, n. d.). Second, learners can engage in synchronous (real-time) or asynchronous online interactions with their instructors and other learners. In the first case, learners and the instructor are online at the same time for their interactions. With regard to the latter instance, learners post and download materials and comments in their own time (Mudd, n. d.). Based on the above concise description, it is evident that online education can play a significant role for educators working in a wide variety of fields, including that of computer technologyùthis writer's prospective field of study. As with their counterparts in other fields, computer technology educators can implement online courses for employees of computer technology corporations. In large corporations where employees are geographically dispersed or lack the time to gather in one place, online edu
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ristics are unlikely to benefit from online education. In addition, online learning that may involve synchronous and/or synchronous instruction requires learners to possess basic writing and communication skills to participate actively in online courses (Kearsley, 1999).
As for the promotion of online education for business ventures, researchers such as Kilian (1997) argued that face-to-face instruction would continue to be a preferred instructional approach over the text-based online education (cited in Imel, 1998). Moreover, the investment of money, time and effort in developing and implementing online educational tools and programs may also prove to be a major deterrent (Imel, 1998).
At the same time, given the rapid growth of the field of continuing education with the re-entry of many adults into education, the education marketplace should still be an attractive prospect for computer technology companies (Rudestam & Schoenholtz-Read, 2002). With increasing numbers of adult learners who opt to acquire more education while juggling hectic lifestyles, computer technology companies will stand to profit considerably from their initial investment. Certainly, to ensure that employees are able to fulfill these objectives
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Rudestam Schoenholtz-Read, According Kearsley, Internet Learners, Mudd Based, Mudd Internet-based, Mudd Moreover, Retrieved July, , online education, computer technology, IWISE Getting, kearsley 1999, References Imel, distance learning, imel 1998, technology companies, schoenholtz-read 2002, rudestam schoenholtz-read 2002, rudestam schoenholtz-read, computer technology companies, computer technology educators, distance education, retrieved july, distance learning alternatives, retrieved july 11,
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Approximate Pages = 5 (250 words per page)
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