On the Internet

On the Internet by Hubert Dreyfus is a critique of the use of the Internet for distance learning.  His main themes are embodiment, hyperlinks, distance learning, telepresence, and nihilism.  Dreyfus critically exposes the weaknesses of the internet on all of these fronts.  While there will inevitably be some weakness’ when using the medium of the internet (as with any medium), I thought that Dreyfus spent too much time arguing against the extreme claims and misuses of the internet and not enough time presenting the positive uses of the internet.  Chapter 2, “How Far is Distance Learning from Education?” was of special interest to me.

Dryfus begins with some facts.  He says that knowledge is doubling every year or so which calls for a new wave of technology he terms “hyperlearning”.  Hyperlearning refers not only to the accelerated pace of learning but also to the unprecedented degree of connectedness of knowledge, experience, media, and brains – both human and nonhuman.  He then jumps right into exposing the weakness of other touted technologies of the past (like the motion picture and the radio) insinuating that the Internet will prove to be equally as ineffective at educating the masses as they were.  And, his argument continues as to the pros and cons of face-to-face learner and teacher over against the virtual/disembodied experience delivered by the Internet.

When it comes to communication, specifically in the context of education, Dreyfus goes to great lengths to convince his readers of the absolute advantage of face-to-face learning over against distance learning.  Nobody will deny that communication is more than just words.  This is an obvious weakness to distance education.  But, Dreyful continually argues the extremes in order to dismiss the whole.  For example, he argues for how ridiculous it would be for medical students to sit at home and experience surgical procedure through the lens of a camera and a microphone attached to the surgeon.  Who would disagree?  This is obviously stretching the claims of what the virtual education is able to accomplish without admitting to what it can accomplish.

Dreyfus breaks down the learning process into 7 helpful stages: Novice, Advanced Beginner, Competence, Proficiency, Expertise, Mastery, and Practical Wisdom.  These areas are helpful for understanding his conclusion.  He concludes that in the best-case scenario the distance learner can only achieve level three (Competence).  Every level beyond competence requires the honing of theories and principles learned under the watchful eye and skillful hand of an embodied master.  For this reason, he concludes that distance learning delivered by means of the Internet ALONE falls short of producing educated individuals with full mastery of their field of study.  

In defense of the use of the Internet for distance learning I would argue that neither the distance education teacher nor the learner is just a voice in cyberspace with no context, authority, or identity.  The distance learner is not locked in a dungeon somewhere and chained to a desk chair in front of a computer screen.  Modern distance education programs offer many great delivery methods such as:  real time classes through video conferencing, mp3, cd, steaming video, recorded video…  Student to student and student to teacher forums, email, telephone, skype, and mentorship programs allow for multiple ways to keep in contact, interact, and practice with real people through the medium of the Internet and face-to-face.  The distance learner has the advantage of putting what he has learned in theory directly into practice in the real world.  Obviously, discernment must be used as what areas of study are suited to this method. 

Among others, I believe seminary training is an ideal course of study that can use the Internet to produce master students.  Students pursuing a theological education through the Internet are able to maintain their current job, church membership, and address while getting the education that they need.  Far from being chained to a desk chair, students are able to practice what they have learned in theory in the context of their family, church, and community.  When considering the pros and cons of being on campus or learning from a distance, it’s hard to say which is better.  Each offers a unique learning experience.  Some may prefer being on campus and other may prefer using the Internet.  Both are good.  Both have advantages and disadvantages.  Seminaries and other institutions of higher learning should recognize the advantages of offering courses of study using multiple methods and means of delivery in order to produce students with full mastery of the subject matter in theory and in practice.

In conclusion, Dreyfus, after spending most of the book criticizing the Internet and its proponents, comes to a balanced conclusion himself.  The Internet, like all other mediums of communication, is imperfect.  Spoken language, body language, books, chalkboards, projectors, videos, mp3s…all have their limitations but they are good inherently.  They are gifts from God to be used wisely and responsibly for the good of all men.  Admittedly, distance education is not the end-all-be-all answer to solving the world’s problems and its use of technology obviously has its limitations but it can be used very effectively to meet the needs of modern students.  Dreyfus himself admits to using recorded lectures and other means of communication via the Internet to enhance the classroom learning experience.