THE VIRTUAL UNIVERSITY: IS IT A PANACEA OF A PANDORA'S BOX?
By
Z. S. Demirdjian
California State University, Long Beach
A Research Study Submitted for Presentation At the Academy of Business &
Administrative Sciences Conference, Cancun, Mexico, June 22-24, 2002
Department of Marketing California State University
1250 Bellflower Boulevard Long Beach, California 90840
zdemirdjkcsulb.edu Tel. (562) 985 - 4764 Fax. (562) 985 - 5543
THE VIRTUAL UNIVERSITY: IS IT A PANACEA OR A PANDORA'S BOX?
Abstract
Peter Drucker, the visionary dean of modern management experts, declared that in
several decades "The big university campuses will be relics and the residential
university is destined to yield to the virtual university." Increasingly, the
virtual university system is being packaged as a panacea. Could it be that the
virtual university may prove to be the Pandora's box in a society where
individuals mostly lead isolated life away from parents and extended families?
This study first explores the benefits of graduating from the virtual university
from both an economic and convenience perspective. Then the researcher evaluates
its possible detriments against concepts drawn from social psychology. The
fundamental question is whether there is enough evidence that students of online
education systems might somehow run the risks of "dehumanization," endure
possible setbacks due to "deficient group experiences," and be affected by
"deprivation dwarfism" in their development toward maturity.
THE VIRTUAL UNIVERSITY: IS IT A PANACEA OR A PANDORA'S BOX?
Introduction
With the advent of the personal computer, which ushered in the Internet, there
seems to be a revolution in performing both ordinary and extraordinary tasks.
One area which has been lately receiving a great deal of attention is the online
education. While almost all new ideas and innovations attract controversy,
cybereducation has had its lion's share of hotly debated arguments in recent
years. Hardly a day passes without seeing a periodical that had published a pro
or a con position article on this raging controversy (Johnstone 2001).
Peter Drucker, the visionary guru of modern management thought, predicted that
in several decades "The big university campuses will be relics and the
residential university is destined to yield to the virtual university." (Macchiette
and Roy 2001). At the turn of the millennium, over 1 million students were
enrolled in online classes and this number is anticipated to double within a
couple of years. Some prestigious institutions of higher learning are hopping on
the bandwagon of online education, reminiscent of a bunch of pariahs in a
feeding frenzy. John Chambers (CEO of Cisco Systems), one of the guests of Lesly
Stahl on 60 minutes (Sunday, February 18, 2001) have expressed a resounding
opinion by saying that "Even Harvard, Yale, and Stanford have to change. If they
do not teach online, they would not exist any more." Is this overblown crystal
ball gazing? Perhaps, but the opinion typifies the torrential optimism shared by
many administrators and educators in favor of online education. Against the
backdrop of increasing numbers of traditional institutions providing online
education (Gerencher 1998; Katz 1999; Jones and Pritchard 2000), the controversy
has focused on the question of whether the virtual university, junior or
four-year college or any kind of school is the viable alternative. Central to
the debate is the criticism that institutions of higher learning are marketing
education into a standardized, commodity-like product to be sold for a profit.
Marchese (1998) contends that there is an abundance of niche markets to render
an optimistic future for online education, while others, like Noble (1998),
offer strident objections to the high tech transformation of education.
While the debate has been raging from the economic and convenience perspectives
(Abeles 1998; katz 1999; Johnstone 2001), there has been no discussion of the
impact of an online education program on the student from the social
psychological point of view. After all, the most important stakeholder of online
education is the student. The subject of cybereducation needs to be seriously
addressed not only in terms of its benefits to the education provider, but also
in terms of the inherent dysfunctions of this system vis-a-vis the well-being of
the students. It would be appropriate to note that the term "university" is used
here in its generic term, meaning any school offering courses and diplomas.
Thus, a university is a universal school in which are taught all branches of
learning in the various disciplines of business, engineering, theology,
medicine, law, political science, etc.
The purpose behind writing this research paper, is first to explore briefly the
benefits of attending a virtual university environment from the economic and
convenience standpoints. Then, this innovation of distance learning is evaluated
against concepts drawn from social psychology in order to raise consciousness
about possible detriments of obtaining a degree from a virtual university. The
fundamental question to pose is whether there is enough evidence that the
students in online education systems would be subjected to and may be harmed by
the problems of "dehumanization," from the deficiency of "group experiences,"
and from "deprivation dwarfism." Finally, recommendations for further study are
presented.
Benefits of Online Education
Most of the economic and convenience benefits of online class are rarely
disputed. Moreover, the benefits of online education are quite self-explanatory
and have been well documented. Therefore, they will receive only a very cursory
coverage.
The spacial or geographical attributes of online education cannot be
overemphasized. Advocates of online classes point to the convenience of taking a
course from anywhere in the country. Without any residency requirements,
students from all over the world could enroll in courses. Linking the world
through education is a noble ambition (Nadalyn 1999). Arguably, it provides a
special advantage of immense importance. The world becomes one large campus
through the Internet. Shrinking the world through distance learning is perhaps
the main advantage of this new technology.
The temporal flexibility is another major benefit of online education.
Essentially, it offers choice of time to the student. A student can study
whenever he or she wants, whereas in traditional campus environment lectures are
given at specific times on certain days about specific topics.
Another hallmark of online education is learning through repetition. The
advantages of repetition are invaluable. While in traditional classroom a
lecture is normally delivered once on a scheduled day, online education provides
innumerable opportunities to the student to hear the same lecture over and over
again. Repetition is obviously an unalienable benefit of online classes.
Cost (e.g., tuition, activity fees, housing, parking, etc.) of online education
apparently would be lower in certain areas. For example, there will not be any
activity fees or parking fees . Since a traditional classroom has usually a
maximum seating capacity mainly due to comfort and fire hazard regulations, the
online class could accommodate thousands and thousands of students through the
Internet. Generally speaking, such a voluminous student enrollment would tend to
drive the tuition costs lower. There are some exceptions, though. Some
institutions opt to charge even more. For example, Duke University's online MBA
degree would cost about $70,000.
Compared to the benefits of online education, its dysfunctions are not obvious.
In the next section, the major problems inherent in online classes will be
discussed. While standardizing and treating education as a commodity for profit
are the downside aspect of online class, these drawbacks are mainly the
professional aspects of the problem. These problems are discussed by Noble
(1998). Here the focus is on the social psychological implications of this
recent innovation in education.
Possible Dysfunctions of Online Education
When a society is riding on a tidal wave of a new technology such as the virtual
class, any criticism or doubts about it would be considered myopic and a clarion
call for rallying the Luddites. Hanson (1998) contends that if a technology has
come to indicate innovativeness, anyone failing "...to appreciate it is taken as
a sure sign of belonging to the wrong side of a generational divide." One is
forced to think and feel that we are all caught in the current of a great
progress.
Nowadays, there is a revolution to accept almost everything about information
technology, but if one keeps silent, one would be deprived of the right to speak
up. Charles Heston ( 1999), the movie star, recently stated at the Harvard Law
School Forum that there is some kind of a cultural war taking place in the
United States "...a cultural war that's about to highjack your birthright to
think and say what resides in your heart." The tendency is to conform without
questioning. Following such a path would lead society into roiling, murky
waters, that would restrict visibility of the ills of certain innovations or
technologies including the virtual university.
Whereas the Internet has had a great effect on the economy, the question raised
here is the impact on the student's mind, motivation, and social psychological
well-being if education were to be obtained mainly from virtual institutions.
Altbach (2000) echoes similar sentiments: "We need to understand all the
implications of these innovations if they are to serve the interests of students
and teachers - and not simply become a vehicle for profit-making corporations."
Historical parallels of revolutionary innovations in technology abound. They
were overblown in promise. For example, in the 1920s the radio was considered to
be a
great medium for education. After the hyperbola subsided, it become just another
technology (Hanson 1998). Unbridled enthusiasm about an untested technology may
distract us from its dysfunctions.
The March/April 2001 Course Bulletin of Learning Tree University in Irvine,
California, boldly states the following promotion: "Online classes are fun,
convenient in-depth and the outcomes are the same as you would expect from our
accredited award winning campus-based courses". This might very well be true for
the benefits of knowledge accrued from online classes, but what assurance do we
have that their "...outcomes are the same ...[as] ...award winning campus-based
courses?" The ultimate benefits to the student may not be the same. We might
have to factor in the social psychological problems of online classes.
The impact of information technology is not well researched or studied; it is a
new frontier that lacks a body of knowledge based on empirical studies.
Therefore, the adolescent field may be fraught with myths rather than proven
methods of imparting education without the fear of side effects such as
"dehumanization," deficiency of "group experiences," and the debilitating effect
of "deprivation dwarfism," especially on young students who are still in the
process of developing physically, psychologically, and emotionally.
Dehumanization
Basically, dehumanization is the condition that makes people treat others as
objects. Socially imposed dehumanization could come from the job itself, the
technology one uses, and the circumstances surrounding the tasks to be carried
out. The job itself dehumanizes the individual because it permits no opportunity
for
expression of either personal feelings or uniquely human abilities. Online
education seems to have similar characteristics in the form of repetitive tasks,
delayed performance feedback, loss of attention and concentration due to lack of
studentteacher interaction, and the boredom due to impersonal presentations of
lessons.
Although repetition is essential to learning, repetitive tasks are sources of
boredom. The routine of logging on and off becomes mechanical in nature. The
three-way face-to-face interaction of the student with his or her classmates and
the instructor would force the student to remain focused on what is going on in
the classroom. Leamnson (2000) cogently states that "The really difficult part
of teaching is not organizing and presenting the content, but rather in doing
something that inspires students to focus on that content -to become engaged."
The virtual class seems to have the characteristics of dehumanizing forces
conducive to creating an anomalous educational environment.
Deficiency of Group Experiences
To enhance students' overall social-psychological well-being, the traditional
university campus would provide a number of vital opportunities. Among the perks
and the privileges are student organizations, stress management, social skills,
communication skills, leadership roles, etc. Some, if not all, of these benefits
seem to be conspicuously absent from the virtual university setting.
For instance, student organizations are havens for students, which are made
possible by campus-based institutions. There is no denying the fact that we are
all born in organizations and will die in organizations. How to be able to
operate successfully within a group is of paramount importance. The virtual
university does
not provide the student with a real social environment within which to practice
his or her skills, while the traditional university is a laboratory for
experiential living. Armstrong (2000) argues that traditional campus provides an
important transitional structure for "...high school students [to] become adults
and citizens." Even young adults would suffer dire consequences if their
socialization processes are interrupted in their lives. Growing up in a social
vacuum would put a person in a precarious position. Rebellious behavior, self
and parent rejection tendencies would manifest themselves in later stages of
life. Campuses have student life and development centers to encourage students
to form clubs, associations, fraternities, sonorities, etc. for networking with
fellow students who can prove to be important in later life. These organizations
are the incubators of our future community and national leaders.
Recently, one student organization at a large university campus distributed a
brochure at the beginning of the semester to attract members. The following
statements and benefits were written on one side of the brochure:
What does the Pacific Rim [Association] offer to its Members? *A Better
Understanding of The International Environment * Social Events
*Scholarship & Internships *Foods from Various Countries *Friendly Atmosphere
*Individual Growth
*Team Building Skills *Resume Builder *Awareness of Other Cultures *Contacts
with Other Professionals
Notable among the above listed benefits are "Social Events," "Individual
Growth," "Team Building Skills," and "Awareness of Other Cultures." The
traditional campus is a setting that provides a lot of experiential learning for
the student's life and development. Because of the nature of the virtual
university campus, a lot of these benefits have to be forgone. The opportunity
cost of lost group experiences may prove to be later quite dear to society.
Could online education deprive the natural environment of students where they
would normally cultivate effective interpersonal relations? The classroom, the
group project and other activities help with students' stress management. For
example, the pressure of a group project is shared with all other members, and
some members would have sympathetic ears for listening to their classmates'
fear, frustration, and heavy burden of going to school while working part time
and maintaining good grades. Being with other students in a common predicament
would have therapeutic consequences.
Social skills are essential for getting ahead in any organization. Research has
shown that social animals have larger brains because they need to deal with one
another. For bonding in animals it is grooming; while in humans, it is
conversation. As much as the Internet is a carrier of communications, it can not
replace the friendly and stimulating face-to-face conversation with one's
classmates or teacher. A student can hon his or her communication skill through
oral presentations required at traditional schools wherein the class would
normally serve as a surrogate audience.
Leadership roles are made available to students on campus. Being the president
of a student organization yields invaluable experience to our future leaders.
Besides, humans, like many other animals, are gregarious by nature and
they have strong herding instincts. An online education system would not
present an arena for our students to feel, learn, and practice different roles
of being a leader or a follower. It takes a lot of social skills to become a
good follower, too.
Deprivation Dwarfism
Can the absence of a motivating teacher, the lack of personal human touch have a
negative impact on the student's emotional maturity? To answer this crucial
question, the following relevant historical as well as modern day research
experiments are cited briefly.
According to Herodotus, the Greek historian, the Egyptian king Psamtik I in the
7`" century BC decided to conduct a scientific experiment. He wanted to test the
hypothesis that a child if brought up in isolation from others would speak the
oldest language of humankind. On account of his absolute power, he took two
newborn babies and placed them in the care of a shepherd with strict
instructions that the babies were to be brought up in total isolation -no one
was to talk to them or speak in their presence.
After two years, the shepherd reported to the king that he heard the two
children repeatedly pronounce the word "becos," meaning bread in the language of
the Phrygians, an ancient people living in historic Armenia (present day central
Turkey). From this study, Psamtik concluded that the Phyrigian language was the
first ever spoken by man. Naturally, nobody now accepts Psamtik's conclusion.
Some of the critics contend that the infants were simply imitating the sound of
the shepherd's flock. Despite this renunciation, no one has yet discovered man's
first
spoken language. History does not tell us either as to what became of these
children sequestered from their human kinfolk..
Perhaps inspired by King Psamtik's experiment, Frederick II, a 13th century
emperor of Sicily and a master of languages, was also convinced that every
person was born already knowing the original human language. Central to this
notion is the belief that a child would begin to use this built-in language
without any training or experience as soon as the child is old enough to speak.
An experiment was undertaken to test this hypothesis.
A group of foster mothers were put in charge of a number of newborn infants.
Like in King Psamtik's experiment, the mothers were to take care of these babies
in strict silence, never speaking to them or allowing them to hear other humans
in conversation. Once the infants begin to speak, they would reveal the true
language they had inherited since nothing could be attributed to their
upbringing. Unfortunately, the emperor wasted his time, "...because the children
all died. For they could not live without the petting and the joyful faces and
loving words of their foster mothers."
This may sound like a fable. Is there a relationship between depriving an infant
of love and affection and later illness ? Does the child only need nutritious
food and other good physical environment for normal growth and physical
wellbeing? Or can someone die of a broken heart? Could emotional deprivation
really have such great effects on human beings even at adult age?
A Spanish clergyman has written in his report that "In the founding home the
child becomes sad, and many of them die of sorrow." A study of children in
postwar
Germany traced the relationship of weight changes in children to quality
of care in orphanages (Gardner 1972). In orphanage A where the matron showed
kindness and love, the children gained greater weight than in orphanage B, where
the matron was harsh and stern. The conclusion of the study is that growth
accelerates with good food and loving care.
Gardner's (1972) research has provided us with direct evidence for the
relationship between emotional needs and physical development from his intensive
study of six "thin dwarfs." He undertook a milestone study in which he examined
some children who were underweight and short in stature. These undersized
children also had "retarded skeletal" development; their "bone age" was much
less than their chronological age. These children had all come from family
environments characterized by emotional detachment and lack of affection between
parents and children. Gardner showed that this condition, called "deprivation
dwarfism," was the physical consequence of emotional deprivation, because he
found that these children would gain weight and begin to grow when they are no
longer in a hostile environment and that their growth again becomes stunted when
they are returned to the hostile environment.
Since the growth problems reappear in children who are returned to a hostile
family environment, Gardner has provided strong experimental evidence that
deprivation dwarfism is indeed the consequence of emotional deprivation.
Gardner's experiment provided the basis for future studies in this area.
As to the exact process by which deprivation dwarfism works, psychologists do
not yet know. However, Zimbardo (1979) surmises that it seems to be related to
the impact of emotional strain on the production of pituitary and growth
hormones.
Predominantly, growth hormone is secreted during sleep. These children may
not sleep properly in their stress-filled homes. An interesting study with
infant rats was conducted by Khun, Butler, and Schanberg (1978). The study
clearly shows that maternal deprivation leads to an immediate suppression of
growth hormone, which will increase when the rat pups are returned to their
mother.
One might raise a valid question: Is it not true that deprivation dwarfism had
to do with children and not with college or university students? The answer is
yes, but later on research focused also on adults and similar implications were
drawn for them.
Zimbardo (1979) states that "apparently, maternal deprivation in infancy is bad
for all living creatures. But can we extend this analysis to suggest that a
person can really `die of a broken heart'? Lynch (1977), a psychologist,
believes we can include grown up adults. His meta analysis involved reviewing
the evidence linking loneliness and isolation to health. Lynch further asserts
that `there is a biological basis for our need to form human relationships. If
we fail to fulfill that need, our health is in peril"
Lynch further points to the greater coronary death rate among widows than
married women, among divorced men than married men. Cancer and strokes, as well
as heart disease, occur twice as often among the divorced as among the
married. The ultimate cause of death is of course, a physical malfunction, such
as a ventricular fibrillation. In some, the likelihood of that breakdown is
increased when a person is isolated from the touch, trust, and tenderness of
fellow human beings. "Unlike childhood and adolescence, adulthood is not marked
by clear, predictable milestones. Still, there are certain experiences and
changes that nearly everyone goes
through and certain needs that nearly everyone tries to fulfill." (Morris,
1996). Humans never cease to learn and to develop.
Thus, mammals of all species, of all ages are susceptible to emotional
malfunctioning. They cannot seem to escape from the devastating effects of
deprivation dwarfism when subjected to lonely, isolated way of life devoid of
touch, trust, and tenderness of fellow beings. In online education, the student
maybe at risk. While the economic and convenience benefits are appreciated, much
research is needed to determine what effect does online education, a fairly new
technology, have on our students' social psychological health. We all should
have the elasticity of mind to question technologies which are used to shape the
minds of our students. In the next section, some suggestions are made for
further study.
Recommendations for Further Study
While social psychological concepts such as dehumanizaiton, group experiences,
and deprivation dwarfism gave us the suspicion that online education may not be
gold despite its glitter, further exploratory research is needed. Research to
generate questions (hypotheses) for further conclusive studies for there could
be a dark side to the online education which need to be seriously addressed by
researchers. Here are some areas to explore:
*Determine the differential competency level of graduates from online systems
vis-a-vis those students from traditional institutions.
*Determine the extent of boredom and feelings of isolation experienced by the
virtual education system students.
*Administer social psychological tests to see if differences exists in maturity,
leadership abilities, social adjustment, sociability, conscientiousness,
agreeableness, and intellectual openness of graduates from online systems as
compared to graduates from traditional institutions.
Like asbestos, when cell phones were first introduced, the public embraced them
with open arms. Now, this new technology is being scrutinized to determine
whether it is harmful to the users. Too much is at stake. The risk may not be
obvious, but the loss would be immeasurable. Could it be that we are dancing
with the wolf in the sheep's clothing? We cannot afford to have slippery regards
to the needs of our students at a time when improving education has become a
national quest. Therefore, it behooves us not to be sailing in uncharted waters
no matter how big is the challenge.
A Concluding Note
To speak up as to what "resides in my heart," let me ask the ardent advocates of
online education this question: Who would not give an arm to hear Albert
Einstein lecture in person on his theory of relativity in real time? Who would
not give a leg to hear Sigmund Freud explain in person the workings of the
subconscious
mind in real time? Real teachers in real time have the power to motivate,
inspire, and fire up the neurons of the student's affective and cognitive
engines.
Biased as this may sound, no technological innovations could ever come
close
to replacing the traditional teacher who displays his or her talent and craft to
students on a face-to-face basis. Leamnson (2000) presents compelling evidence
that "Learning in most cases is influenced, or stimulated, primarily by external
agents [teachers]. It is precisely here that teaching is critical." Analogously,
it is the singer, not the song. Seeing the beauty of Paris on a video tape is
not the same as experiencing it personally. It is the teacher, not content that
makes the ultimate difference. Real teachers inspire students to reach to the
stars with confidence, determination, and dedication. Any challenger to the real
teacher, however, should be first declared safe through extensive research for
the benefit of all stakeholders -students, parents, teachers, society, and the
world.
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