Finally, and perhaps less concrete, there is a sense that the Internet may change the psychological, emotional, and spiritual foundation of education. For example, many forms of online education discussed in this chapter involve the further development of education into the unknown spheres of society and social life, leading to potentially active states of educational participation. In fact, the nature of online education clearly means that education and learning, anytime, anywhere, spread to the home, business, and community environments where education and learning may never have stood out before. This raises the question of what might be lost when one can follow the training at any time of the day and in all contexts. Is there anything that can be said to relieve the stress of education? Is learning more appropriate for some contexts and situations than others?
It can also be said that many types of online education described in this chapter are incidental learning as a competitive endeavor. Thus, as opposed to allowing individuals to learn in harmony with others, the Internet can be seen as placing individuals in a personal formative cycle that is simultaneously united within the circle of individual feedback actions. They learn to be diligent in self-improvement, accepting, and implementing external goals. Thus, the Internet can be viewed as a tool to humanize, hide, and enhance the connotations of competitive learning, although the sense of achievement is not immediately apparent at the expense of others. Maintaining this partial, fragmented, task-oriented, fragmented and disorganized thinking in online education can even be seen as a form of spiritual alienation – that is, alienation at the level of meaning at which good working conditions become independent good behavior.
All of these are also related to the correspondence between the Internet and the changing aspects of emotions in educational participation. Specifically, it can be said that most of the forms of Internet-based education described earlier in this chapter (such as virtual schools or MOOCs) involve experiences for reasons that are not urgent, less intimate, and perhaps more playful. These things are explored in Jonathan Wolff’s (2013) final thoughts on what might be missing when conferences are held online, compared to face-to-face conference rooms. While these reductions are often difficult to detect, Wolff suggests qualities such as urgency, coincidence, and the reality of direct learning experiences with others. Of course, the sense of distance, virtual online learning differs qualitatively from face-to-face learning contained in a good and beneficial way.
Whether or not he agrees with one of these last arguments, it is clear that the issue of “Internet and education” needs to be approached with caution. The rhetorical rhetoric of transformation and change that now encompasses the Internet and education diverts attention from a series of important conflicts and tensions that need to be better accepted and addressed. This does not mean that we should take a completely hostile or pessimistic attitude. In fact, most of the issues outlined should not be automatically considered a concern. However, from a more personalized form of educational participation, there are many people who are elite, competitive, market-oriented, ubiquitous, and unemotional. The internet clearly works for the millions of people who study online these days.
However, while the Internet can help some individuals engage in education in a more comfortable, engaging, and rewarding way, we do well to admit that this is not the case for everyone. Any change in education caused by the Internet is accompanied by a variety of unintended consequences, second-order effects, and unpredictable implications. Perhaps the most important thing to consider is the trend of digital technology already being used to strengthen existing educational participation patterns – helping more individual participants who are already connected, but do little to expand engagement or reconnect previously broken ones. In particular, any discussion of the potential of Internet education should take into account the limited use of a fixed technical approach to understanding contemporary education. The Internet should not be seen as a ready-made solution to the inefficiencies of twentieth-century educational institutions or practices – it will not automatically lead to more engaged or motivated students, a highly skilled workforce, or an increase in national intelligence and innovation. On the other hand, there are most likely problems in contemporary education especially social and cultural in nature and therefore in need of social and cultural response.
Therefore, while there is plenty of room for increased Internet use in education, every demand for change and improvement should be seen as a subject of debate and debate rather than an inevitable trend that educators cannot choose but adapt. To repeat the main theme that emerged throughout our discussion, underlying all the issues raised in this chapter, is the question one will believe in future education. Therefore, the role of the Internet in improving, changing, and even disrupting education is a very complex and ideologically charged problem that goes beyond technical issues of how to customize the delivery of educational content or support the production and use of online content. The future of education may include increased use of the Internet – but this will not be determined by it. For the best internet service, apply “Time Internet” Malaysia.