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Technology for worldwide learning The promise of technology is exhilarating--it's the implementation that's the challenge. Reaching out to the world In theory, online programs offer students the opportunity to work with students from other countries. In physical classrooms, with a few exceptions--notably graduate business programs--this is still quite uncommon. Only 3% of the U.S. college and university student population are foreign. Technology also provides the means to offer basic college-level programs in remote areas in the U.S. and abroad. Of course many regions have only limited telecommunications access, and many individuals do not have computer access at home. But programs are being developed by institutions like the World Bank to provide training to groups of students in remote areas through locally operated distance learning centers. In practice, using technology in education also raises difficult issues. Keeping cultural values intact One danger is the possible predominance of a single culture, as in what some call the "Americanization" of business education. There can be a fine line between education and indoctrination. Development of worldwide programs requires sensitivity to other cultures--a delicate balance of worldviews. At the same time, the reality of the working world will often dictate one approach over another, as in the increasing reliance of global businesses on Western management practices. While online study is more convenient and often less expensive, it also prevents students from the valuable experience of being physically present and immersed in another culture. It's all too easy to miss subtleties and nuances of meaning without face-to-face communication, leading to misunderstanding or--sometimes even worse--the assumption that you understand when you really don't. One answer: Innovative global programs Leading institutions are developing programs to deal with these issues. Sophisticated global MBA programs now combine the best of both worlds: the convenience of online learning plus valuable experiential training. Students can complete most coursework online, then meet at specified international locations, either at the end of the course or during the term. This is the approach taken by NYU, LSE and HEC in their joint TRIUM executive MBA program discussed in the last issue. Another approach is to have parallel groups working simultaneously from different locations, communicating online, then "exchanging" locations several times through the course. A unique program of this type is the Duke Cross-Continent MBA, in which students in Durham, North Carolina swap with students working in Frankfurt, Germany. Quality is essential The challenge remains in all worldwide programs to ensure program quality. Mutually acceptable standards are difficult to establish in an environment with widely varied educational institutions, student preparation, backgrounds and expectations. But with increasing demand from students and innovation on the part of colleges and universities everywhere, I believe the promise of technology to make quality education accessible to students around the world will be fulfilled. Sources: Chronicle of Higher Education, www.worldbank.org, www.duke.edu, PR Newswire 1/23/01 TOP |
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