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It reviews how vice-chancellors redirect budgets toward infrastructure and online curricula, then examines the pedagogy, costs, and philosophical issues West largely avoids, including access, equity, and the cost-effectiveness of computer-assisted learning.",{"@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/time-and-tide-teaching-and-learning-online-yoni-ryan/595356/",{"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/time-and-tide-teaching-and-learning-online-yoni-ryan/595356.png","ImageObject",300,407,{"name":92,"@type":93},"Blitz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What central argument does the paper make about online education?","Question",{"text":112,"@type":113},"Online education is described as unstoppable, but simplistic claims about technology’s revolutionary impact are criticized. The paper argues that technology should not be treated as an easy solution to complex social and cognitive aspects of education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper relate the West Report to funding and costs?",{"text":117,"@type":113},"It notes that West’s brief was circumscribed and focused on reducing public funding for an expanding higher education sector. The recommendations shift costs to “users,” identified as students, and rely on faith in technology as a straightforward remedy.",{"name":119,"@type":110,"acceptedAnswer":120},"Which issues does the author plan to examine in the paper?",{"text":121,"@type":113},"The author intends to examine the cost-effectiveness of computer-assisted learning, pedagogical issues related to “distancing” students through online education, and questions of access and equity for large-scale online education.","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},595356,1792382708,{"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":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"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,"preview_page_count":4},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  \nTime and tide: Teaching and learning online  \nYONI RYAN  \nQUT  \nAbstract  \nAs ‘flexible delivery’ becomes a synonym for Web-based delivery, the West Report exhorts government to increase productivity and decrease costs through greater use of communication and information technologies. Many Australian vice-chancellors are diverting more of their shrinking budgets to computer infrastructure and redevelopment of curricula to an online environment. The university sector seems set to follow the banking industry into the digital ‘distanced’future, distanced, that is, from its ‘clients’. This paper traverses the pedagogy of online education, its costs, and the philosophical aspects which West has not addressed.  \nTurning the tide?  \nIn the popular version of the story, King Canute tried to halt the incoming tide. The more informed — or the better taught—know that Canute in fact was demonstrating to his fawning courtiers in the early 11th century that neither his royal authority nor his ferocious fighting skills could control the power and laws of nature. Time and tide are inexorable forces. Teaching and learning online is equally unstoppable, and it is not the purpose of this paper to attempt to turn back the digital tide which has breached the walls of academe. Like Canute, I recognise power when I see it. I welcome the harnessing of the power of communications and information technologies (CITs) to enhance teaching and learning, and to enhance the efficiency of the many non-teaching and learning activities in our universities. However, the simplistic assertions of those driving online education, including the West Committee, in relation to technology and its revolutionary impact on universities demand correction, like the popular version of the Canute myth. There are legions of enthusiasts in the business sector, and some within universities, who exhort higher education administrators and teachers to convert to ‘e-education’ urgently lest they lose their ‘competitive advantage’. The 1998 Evaluations and Investigations Report commissioned by DEETYA, New media and borderless education (Cunningham [et. al](et. al), 1998) quotes Robert Threlkeld, Dean of Learning and Technology at California State University, warning that universities which ignore technology ‘will begin to be seen like a rock in the  \nriver. . . campuses will become smaller, poorer, and more marginal to the social mainstream’ (p. 195) . Dennis Jones, National Centre for Higher Education Management in the US, stated ‘Technology is the silver bullet—the solution to all possible problems. There are very large student numbers expected, and not enough money to support them. The solution that’[s easy... is](s easy... is) technology’(p.153). And in Australia, an investment banker based in Tokyo, aka Global Alliance Limited (West, 1997, Appendix 11), appears to have persuaded the West Committee of the urgency of a wholesale shift to online education as a solution to the funding question West was asked to address.  \nThe West Report has been criticised for the narrowness of its focus and its limited analysis of higher education. However, it should not be forgotten that its brief was circumscribed: it lacked the luxury of time that the Dearing Committee was given in the UK, and its primary function was always to find ways of reducing the public funding of an expanding higher education sector. Although its broad Terms of Reference place funding last among its tasks, five of the ten reporting requirements are funding-related (West 1998, p.177-9) . In the current government climate, it is therefore unsurprising that West’s core recommendations are ‘the silver bullet’, and shifting costs to the ‘users’, identified by West as students, not business or the community as a whole through taxes. However, the Report exhibits a naive faith in technology as the simple solution to a complex social and cognitive activity — education — ","cbCaiuiFd5IKATgV","https://ap.wps.com/l/cbCaiuiFd5IKATgV","pdf",236548,"English","# Abstract\n## Turning the tide?\n## Costing technology","[{\"question\":\"What central argument does the paper make about online education?\",\"answer\":\"Online education is described as unstoppable, but simplistic claims about technology’s revolutionary impact are criticized. The paper argues that technology should not be treated as an easy solution to complex social and cognitive aspects of education.\"},{\"question\":\"How does the paper relate the West Report to funding and costs?\",\"answer\":\"It notes that West’s brief was circumscribed and focused on reducing public funding for an expanding higher education sector. The recommendations shift costs to “users,” identified as students, and rely on faith in technology as a straightforward remedy.\"},{\"question\":\"Which issues does the author plan to examine in the paper?\",\"answer\":\"The author intends to examine the cost-effectiveness of computer-assisted learning, pedagogical issues related to “distancing” students through online education, and questions of access and equity for large-scale online education.\"}]","Time and tide - Teaching and learning online - Yoni Ryan | PDF",1792080977,15]