Do new technologies mean the end of the university as we know it? Or can they be shaped in a way that balances innovation and tradition? This volume explores these questions through a critical history of online education.

This book looks at how information and communication technology and e-government influences power relations in public administration in China. It highlights the role of technology in combating corruption, and clarifies the interplay between ideas, institutions and technologies in shaping the foundation for organisational change. Using fieldwork based case studies, the book provides an incisive view into the working processes of the Chinese administration previously inaccessible to research. It challenges the high expectations for the transformative potential of information technology, and is a valuable contribution to the debate on Chinese reforms.

Since the 1990s, "online education" has emerged at the centre of debates over the future of higher education. Symbolising for proponents a transformation of universities to align them with informational economies, for critics online education signifies the commodification of knowledge, commercialisation of learning, and the deskilling of instruction. Critics posit these tendencies as online education's essence, and mount their critiques as a reaction against technology. This dissertation attempts to retain a critical position on educational reform while displacing critics' essentialist claims. Commodification, commercialisation and deskilling are not inalienable technical properties but contingent social values informing how online education takes shape. This means that if online education supports commodification, commercialisation and deskilling, this is the result of its development within social contexts in which such values "win out" over competing educational values. It also means that these competing values could stand as a basis for alternative realisations of online education. Drawing on constructivist technology studies, Foucauldian genealogy and Andrew Feenberg's critical theory of technology, this dissertation develops a framework for understanding the history of technology as a process of struggle between competing values. It demonstrates the validity of this conceptual and methodological turn through the analysis of historical and contemporary cases in online education - the development of computer assisted instruction for distance education in the 1970s; experiments in educational computer conferencing in the 1980s; and the translation of a programme of institutional reform into a logic guiding the articulation of online education in the 1990s. Each case demonstrates that the forms of educational computing are relative to the values and interests that inform the strategic development of pedagogical practice and technological development in online education. Interventions into these value frameworks can result in an alternative form of online education. In the conclusion, I outline three areas that reflect such a transformation - blended learning, open source online education, and institutional policy developments around network technologies.

In this book, Federico Sturzenegger and Mariano Tommasi propose formal models to answer some of the questions raised by the recent reform experience of many Latin American and eastern European countries.

Praise for Liberating Learning "Moe and Chubb have delivered a truly stunning book, rich with the prospect of how technology is already revolutionizing learning in communities from Midland, Pennsylvania to Gurgaon, India. At the same time, this is a sobering telling of the realpolitik of education, a battle in which the status quo is well defended. But most of all, this book is a call to action, a call to unleash the power of technological innovation to create an education system worthy of our aspirations and our childrens' dreams." Ted Mitchell, CEO of the New Schools Venture Fund "As long as we continue to educate students without regard for the way the real world works, we will continue to limit their choices. In Liberating Learning, Terry Moe and John Chubb push us to ask the questions we should be asking, to have the hard conversations about how far technology can go to advance student achievement in this country." Michelle Rhee, Chancellor of Education for the Washington, D.C. schools "A brilliant analysis of how technology is destined to transform America's schools for the better: not simply by generating new ways of learning, but also and surprisingly by unleashing forces that weaken its political opponents and open up the political process to educational change. A provocative, entirely novel vision of the future of American education." Rick Hanushek, the Paul and Jean Hanna Senior Fellow at the Hoover Institution, Stanford University "Terry Moe and John Chubb, two long-time, astute observers of educational reform, see technology as the way to reverse decades of failed efforts. Technology will facilitate significantly more individualized student learning and perhaps most importantly, technology will make it harder and harder for the entrenched adult interests to block the reforms that are right for our kids. This is a provocative, informative and, ultimately, optimistic read, something we badly need in public education." Joel Klein, Chancellor of the New York City schools

Canadian papers from the American Educational Research Association (AERA) Annual General Meeting, Montreal, April 1999.

Why efforts to improve American higher educational attainment haven't worked, and where to go from here During the first decade of this century, many commentators predicted that American higher education was about to undergo major changes that would be brought about under the stimulus of online learning and other technological advances. Toward the end of the decade, the president of the United States declared that America would regain its historic lead in the education of its workforce within the next ten years through a huge increase in the number of students earning “quality” college degrees. Several years have elapsed since these pronouncements were made, yet the rate of progress has increased very little, if at all, in the number of college graduates or the nature and quality of the education they receive. In The Struggle to Reform Our Colleges, Derek Bok seeks to explain why so little change has occurred by analyzing the response of America’s colleges; the influence of students, employers, foundations, accrediting organizations, and government officials; and the impact of market forces and technological innovation. In the last part of the book, Bok identifies a number of initiatives that could improve the performance of colleges and universities. The final chapter examines the process of change itself and describes the strategy best calculated to quicken the pace of reform and enable colleges to meet the challenges that confront them.

The political upheavals in the former Soviet Union and its satellite states in Central and Eastern Europe have produced profound social, educational, and economic changes. Once a centerpiece of the communist state, the study of science and technology in the university has now fallen victim to economic and social disarray. Support for the teaching and funding of science and technology is of primary importance for the economic health of any modern nation. The ten chapters of this work examine what happens to a scientific and technological establishiment that suddenly has to make its own way as exemplified in many countries worldwide today.