E-Learning: Implications for Higher Education Assessment Strategy

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The digital divide has significantly increased regardless of measures taken by government bodies to address the growing exclusion of certain groups within society which have limited access to Information Technology. The statement highlighted above clearly indicates that students who are from challenging areas are more inclined to move amongst other areas of society. If individuals are declined from using the technology available to them - these groups are therefore being alienated from the changing technology environment and also their input into societal issues and learning environments as a whole. It is emphasized by Castells places great emphasis on the constructs of inequality throughout society [1]. The paper highlights the varying and rather tumultuous nature of the technology environment within higher education. Over the years the growth of higher education and the governmental changes within the education system have far from alleviated the nature of student involvement in the system. This paper additionally wants to emphasise the limitations within the educational system in terms of the use of the technology applied through learning.




Sarwar, D., & Hosseinian-Far, A. (2017). E-Learning: Implications for Higher Education Assessment Strategy. In Proceedings - 2016 9th International Conference on Developments in eSystems Engineering, DeSE 2016 (pp. 186–190). Institute of Electrical and Electronics Engineers Inc. https://doi.org/10.1109/DeSE.2016.32

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