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Investigating the Development of Internet-based Teaching and Assessment in Higher Education

The development of the world wide web and the growth in the use of the internet have been rapid and seemingly unrelenting. At the beginning of the 21 century it appears that few areas of our lives are untouched by this technology as it continues to penetrate our homes and our workplaces. As noticeable as the spread of the internet has been the swell of bold predictions about its transformative powers, transformations which are always constructed as being for the better, making resistance to such change, or even questioning of it, appear quite irrational (Woolgar, 2002). The potential of electronic communications as engines of economic growth has not been lost on the business world or on policy makers; as Bennett (2002: 4) explains, business can now combine the richness of personalised contact with the reach previously only possible through mass advertising, raising the tantalising prospect of unprecedented business opportunities. The internet then is strongly associated with discourses of globalisation, discourses which are all but hegemonic in their power.