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Social Networks, Online Technologies, and Virtual Learning: (Re)Structuring Oppression and Hierarchies in Academia

Social Networks, Online Technologies, and Virtual Learning: (Re)Structuring Oppression and Hierarchies in Academia

Lydia Rose
Copyright: © 2012 |Pages: 14
ISBN13: 9781466601345|ISBN10: 1466601345|EISBN13: 9781466601352
DOI: 10.4018/978-1-4666-0134-5.ch014
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MLA

Rose, Lydia. "Social Networks, Online Technologies, and Virtual Learning: (Re)Structuring Oppression and Hierarchies in Academia." Disruptive Technologies, Innovation and Global Redesign: Emerging Implications, edited by Ndubuisi Ekekwe and Nazrul Islam, IGI Global, 2012, pp. 266-279. https://doi.org/10.4018/978-1-4666-0134-5.ch014

APA

Rose, L. (2012). Social Networks, Online Technologies, and Virtual Learning: (Re)Structuring Oppression and Hierarchies in Academia. In N. Ekekwe & N. Islam (Eds.), Disruptive Technologies, Innovation and Global Redesign: Emerging Implications (pp. 266-279). IGI Global. https://doi.org/10.4018/978-1-4666-0134-5.ch014

Chicago

Rose, Lydia. "Social Networks, Online Technologies, and Virtual Learning: (Re)Structuring Oppression and Hierarchies in Academia." In Disruptive Technologies, Innovation and Global Redesign: Emerging Implications, edited by Ndubuisi Ekekwe and Nazrul Islam, 266-279. Hershey, PA: IGI Global, 2012. https://doi.org/10.4018/978-1-4666-0134-5.ch014

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Abstract

The disruptive communications technologies to higher educational structures today mimics the disruptive nature of ideological advances to learning technologies that were experienced in past decades regarding higher education. Online cloud computing in the areas of interactions, communication, social networking, and online information resources are applicable technologies to higher education. Educational establishments have the option of offering virtual online educational experiences as well as credentials that challenge traditional modes and practices of many colleges and universities. The dilemma facing educational structures is to recognize which conditions and practices need to be restructured into the learning environment and what cultural norms need establishing regarding these new technologies. This chapter is organized by situating education and academia within a technological/historical-ideological context, follow the global progression and distribution of communications technologies as disruptive technologies, and applying social network theory in establishing cultural practices as articulating global revolutionary/counterrevolutionary practices of virtual education.

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