No Brideshead Revisited, no summer of love in the empty quadrangle: challenges to scholarship in the on-line age

Mason, Andrew and Gehrmann, Richard (2011) No Brideshead Revisited, no summer of love in the empty quadrangle: challenges to scholarship in the on-line age. In: 2010 Cultural Studies Association of Australasia National Conference: A Scholarly Affair (CSAA 2010), 7-9 Dec 2010, Byron Bay, Australia.

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Abstract

As scholars we value the belief that we are part of a pedagogical project that challenges and critiques contemporary society, and that replicates itself with new generations of critics. We celebrate the arrival of the online era, with its multiple opportunities for facilitation of research, and the engagement and enrichment of the student experience. But has the new media gone too far in replacing the actual with the virtual, and what implications has the adoption of the online model of pedagogy on the on-campus student experience? The positive of online university is that it enriches and democratises, and allows disadvantaged and lower SES students to study in their own time and place, whether in Bangalow or Beijing. The authors consider the evolution of the online mode to become the increasingly dominant discourse at the Wiki-University of the future, supplanting the physical campus in its central position in the student experience. Increasingly compelled to respond to marketplace concerns, the corporate university presents a new learning experience that displaces students from the physical campus and allows them to embark on a fragmented part-time education where the learning experience can be compartmentalised, sidelined or marginalised to accommodate other pressing Gen Y concerns. The student narrative has changed and become diluted and depoliticised, and is in danger of reflecting instrumental values of credentialism with reduced scope for wider cultural learning. Representing different disciplinary perspectives, the authors of this paper chart the evolution of the on-campus student experience. They argue that while virtual education facilitates access to learning, if mismanaged the removal of the actual student from the spaces of the campus has the potential to create an empty credentialing virtual institution where actual students will be incidental not essential, with vastly altered learning experiences.


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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed: Yes
Item Status: Live Archive
Additional Information: Articles remain the copyright of the author, but authors by virtue of submission agree to grant the Centre for Peace and Social Justice at Southern Cross University a copyright license to permanently display the article online for public viewing as part of this conference proceedings, and to grant the National Library of Australia a copyright licence to include the Proceedings in the PANDORA Archive for permanent public access and online viewing. Articles first published in the Proceedings may subsequently be published elsewhere by authors, provided the next version acknowledges this original publication.
Depositing User: Mr Andrew Mason
Faculty / Department / School: Historic - Faculty of Arts - School of Humanities and Communication
Date Deposited: 27 Apr 2012 07:38
Last Modified: 07 Jul 2014 04:39
Uncontrolled Keywords: campus life; cultural studies; online teaching; learning; pedagogy; web teaching; university experience
Fields of Research (FOR2008): 21 History and Archaeology > 2103 Historical Studies > 210399 Historical Studies not elsewhere classified
20 Language, Communication and Culture > 2001 Communication and Media Studies > 200102 Communication Technology and Digital Media Studies
20 Language, Communication and Culture > 2002 Cultural Studies > 200299 Cultural Studies not elsewhere classified
Socio-Economic Objective (SEO2008): E Expanding Knowledge > 97 Expanding Knowledge > 970113 Expanding Knowledge in Education
C Society > 95 Cultural Understanding > 9502 Communication > 950299 Communication not elsewhere classified
URI: http://eprints.usq.edu.au/id/eprint/19688

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