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Argues that the internet or e-university grows alongside media convergence, commercialisation, corporatisation, and for-profit expansion, creating dilemmas amid weak legal regulation and shifting public expectations. The discussion contrasts perceptions of e-learning as threat versus democratizing potential, then proposes focusing on connections between e-learning educational issues and international economic structures, including cross-border partnerships and the role of media and IT companies in curriculum delivery.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-u-s-t-r-a-l-i-a-n-u-n-i-v-e-r-s-i-t-i-e-s-r-e-v-i-e-w-educating-and-organising-globally-perspectives-on-the-internet-and-higher-education-carolyn-allport/595370/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-u-s-t-r-a-l-i-a-n-u-n-i-v-e-r-s-i-t-i-e-s-r-e-v-i-e-w-educating-and-organising-globally-perspectives-on-the-internet-and-higher-education-carolyn-allport/595370.png","ImageObject",300,407,{"name":92,"@type":93},"Blitz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-25","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the author say about the relationship between e-learning and higher education autonomy?","Question",{"text":112,"@type":113},"Electronic learning and globalisation are often treated as threats to independence and autonomy, but the author argues attention must be paid to both benefits and dangers in this changing educational world.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the text describe the virtual university compared with distance education?",{"text":117,"@type":113},"The virtual university is described as an outgrowth of distance education that separates students from peers and campus while retaining interactive learning, packaged materials, and scheduling flexibility.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the author question the virtual university as student-centred?",{"text":121,"@type":113},"The text states that evidence shows students overwhelmingly prefer a campus-based experience, and that the virtual university is viewed as unsuitable for undergraduate school leavers due to missing independent self-directed study skills and motivation.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595370,1792170963,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},24464137899374,"https://us-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","A U S T R A L I A N U N I V E R S I T I E S ’ R E V I E W  \nEducating and organising globally: perspectives on the internet and higher education  \nCAROLYN ALLPORT  \nNTEU National President  \nElectronic learning and the globalisation of higher education are often viewed by academics chiefly as threats to their indpendence and autonomy. Carolyn Allport argues that we need to remain alive to both the benefits and the dangers of this new educational world.  \nThe arrival of the ‘internet’ or ‘e’ university has coincided with media, communication and information technology convergence, increased commercialisation and corporatisation of universities, and the rise of ‘for-profit’ education, particularly in the vocational training area. The new‘borderless’ environments, facilitated by new technologies, channel the ways in which higher education institutions respond to internationalisation and globalisation. Together with a seeming lack of legal regulation in cyberspace, these global developments have created real dilemmas for higher education institutions and faculty facing falling public investment and increased public and community expectations of their role in lifelong learning.  \nFor some the e-university is seen primarily as a threat. In the Australian context it is sometimes presented as perhaps the greatest weapon of economic rationalists in their battle to marketthe provisions of higher education. In the international context the same writers sometimes depict this convergence of new technologies as a ‘new colonialism’, particularly in relation to international agreements such as the General Agreement on Trade in Services (GATS) . To others, it is a pure technology, unsullied by traditional power relations, with potential to democratise education and enhance cultural and social understanding in a borderless world. Both these views are excessively reliant upon different versions of technological determinism, one of the most pervasive habits of thought in the West over the last two centuries.  \nIn my view we will be in a stronger position if we move away from these two extreme positions, and concentrate instead on the linkages between the educational issues surrounding e-learning and the economic structures that are being used to promote greater international delivery of e-courses. Important here is the role of international cartels in partnership arrangements that cross national  \nboundaries and which involve ‘for profit’ media or Information Technology (IT) companies in curriculum development and delivery. And so I am less concerned herewith the pedagogic arguments around technology-based learning and delivery – though there is a large and interesting literature on that subject – than with promoting active discussion on the nature of our strategic response. Part one: Rules of the game  \nHigher education staff are amongst the most ‘wired’people in the world. The origin of the Internet in US military-related scientific research based in universities, and its rapid diffusion across university departments meant that higher education personnel were at the edge of the new technology, often playing leading roles in constructing the new forms of communication, and providing user-friendly access to the Web. Why is it then that the champions of the virtual university position staff as a conservative force, holding back the limitless gains from Internet and Web-based learning? Why is it that the virtual university is posited as student-centred, when evidence tells us that students overwhelmingly prefer a campusbased experience?  \nAt one level, the virtual university is an outgrowth of distance education, or external education. It separates the student from their peers and from the campus, but retaining some component of interactive learning with a teacher. Learning materials are packaged, allowing the student to sample material largely within their own timeframe, and are marketed to those who are unable to access a campus-based experience.","cbCailVCypQZGKXY","https://ap.wps.com/l/cbCailVCypQZGKXY","pdf",85790,"English","# Part one: Rules of the game\n## Virtual university as a response to distance education\n## Suitability and student preferences\n## Market forces and international economic structures","[{\"question\":\"What does the author say about the relationship between e-learning and higher education autonomy?\",\"answer\":\"Electronic learning and globalisation are often treated as threats to independence and autonomy, but the author argues attention must be paid to both benefits and dangers in this changing educational world.\"},{\"question\":\"How does the text describe the virtual university compared with distance education?\",\"answer\":\"The virtual university is described as an outgrowth of distance education that separates students from peers and campus while retaining interactive learning, packaged materials, and scheduling flexibility.\"},{\"question\":\"Why does the author question the virtual university as student-centred?\",\"answer\":\"The text states that evidence shows students overwhelmingly prefer a campus-based experience, and that the virtual university is viewed as unsuitable for undergraduate school leavers due to missing independent self-directed study skills and motivation.\"}]","A U S T R A L I A N U N I V E R S I T I E S ’ R E V I E W - Educating and organising globally: perspectives on the internet and higher education - Carolyn Allport | PDF",1792081009,18]