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Surveillance in the Virtual Classroom

Surveillance in the Virtual Classroom

Morgan Luck
Copyright: © 2010 |Pages: 10
ISBN13: 9781605668741|ISBN10: 1605668745|ISBN13 Softcover: 9781616922269|EISBN13: 9781605668758
DOI: 10.4018/978-1-60566-874-1.ch011
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MLA

Luck, Morgan. "Surveillance in the Virtual Classroom." Interaction in Communication Technologies and Virtual Learning Environments: Human Factors, edited by Angela T. Ragusa, IGI Global, 2010, pp. 160-169. https://doi.org/10.4018/978-1-60566-874-1.ch011

APA

Luck, M. (2010). Surveillance in the Virtual Classroom. In A. Ragusa (Ed.), Interaction in Communication Technologies and Virtual Learning Environments: Human Factors (pp. 160-169). IGI Global. https://doi.org/10.4018/978-1-60566-874-1.ch011

Chicago

Luck, Morgan. "Surveillance in the Virtual Classroom." In Interaction in Communication Technologies and Virtual Learning Environments: Human Factors, edited by Angela T. Ragusa, 160-169. Hershey, PA: IGI Global, 2010. https://doi.org/10.4018/978-1-60566-874-1.ch011

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Abstract

In this chapter the author highlights some of the risks associated with universities establishing surveillance tools within virtual learning environments. Potential problems that may arise from such a move are considered at the student and managerial levels. At the student level the author argues that the adoption of the surveillance tool may result in students, especially the most gifted, feeling pressured to adopt practises that are not best suited to achieving their learning outcomes. At the managerial level the author argues that the surveillance tool provides a means by which subject design could be further influenced by market forces.

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