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PSEUDO EDUCATION

Pune Education: A Rich Legacy

Faculty members who teach in traditional modes tend to think that a quality instructional experience requires students to attend face-to-face lectures within the university, despite the fact that there is no research to support the idea that the classroom is the optimal place in which to learn; actually outcome comparisons between students who have studied in a traditional manner and those at a distance have found "no significant difference".

ICT and technology-based learning have quickly become educational "hot topics" over the last decade; educationalists around the world have been quick to herald ICT as a transformatory arena for secondary and postsecondary education and training. Twenty years of information technology (IT) innovation (from the introduction of personal computers to the spread of the Internet and e-mail) have transformed higher education and have altered the communications, administrative, research, and teaching landscapes of universities. The goals of higher education are enhanced student learning and increased satisfaction for both instructor and learners, and nothing is more important to teaching students to take responsibility for lifelong learning. The highest priority for today's higher education teachers, administrators, and policy makers, therefore, should be making their students effective "lifelong learners," providing students with the ability to acquire new skills and knowledge; and eventually students have to develop their ability to control the learning process. Historically, in the world of education: ... a radical redefinition of the central concepts of dialogue (lifelong learning and knowledge) took place in the mid 1980s, especially in terms of policy and practice; high technology production places more investment in knowledge than do mechanical or industrial production-the amount of knowledge invested in high technocratic products is greater than that invested in traditionally industrial products and such innovations occurred in the mid 1980s. During the 1990s, progressivism has increasingly been given an IT signature. The teacher becomes a tutor or a coach. Knowledge is no longer seen as a "package" but rather as something one will find in catalogues, on the Internet or in databases.

At present, almost all institutions of higher education offer some form of distance teaching and learning in the United States; there were an estimated 3,077,000 enrollments in all higher education courses and an estimated 127,400 different higher education distance courses were offered during the academic year 2000-2001: "If current trends continue, it will be just a matter of time before distance education becomes the dominant form of teaching and learning". It may not happen in the near future. Nonetheless, it is the reality that besides the daunting task of learning how to use the specific technology, university faculty members are routinely confronted with the never-ending changes in software and hardware, a lack of support personnel, overloaded classes, varying technology skills of students, and increased commitment of time necessary for preparation and student interaction.