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Future Infrastructure Between Electronic Learning

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Chan (2011) supports e-learning as a model for the future, describing the likelihood of 3-D online environments that provide more hands-on experiences and the ability to share experiences with peers and instructors. However, according to Siadaty and Tahiyareh, “ Many students rely primarily on direct contact with teaching staff and other learners” . Thus, there are generic prevailing student attitudes that the quality of e-learning is far below that of the traditional classroom experience. Arif and Ilyas (2011) offered results of a survey of 313 students that identified significant disloyalty toward the university as it relates to limited satisfaction with the current technology infrastructure for e-learning.

Most students in the study were only mildly satisfied with the quality and scope of electronic learning. The notion of e-learning as a potential assessment of the future of university learning, then, could not be ignored. There is ample support for its replacement or supplement to classroom learning for the future and there was evidence that students have well-formed opinion and knowledge of the concept. Thus, hypothesis #1 was developed for the deductive study: It is likely that students will consider e-learning to be a significant factor in the future of university education.

Research information regarding the economics of tomorrow’ s education was also gleaned. In 2007, the average senior enrolled in university maintained four credit cards with at least £ 3,000 in debt (Cahill, 2007). In just two years, this debt load mean averagely increased to over £ 4,100. Statistics also illustrate that credit card debt, after graduation, tends to double (Adams and Moore, 2007). High availability of credit cards and the cost factors associated with university attendance provide considerable debt-loads for students.

Current tuition fees range between £ 6,000 and £ 12,000 and universities under a free market system are allowed to charge market rates for courses that are self-financed, thus allowing 10 to 15 percent increases each year (Nanda, 2011). The government is even promoting “ pay later” schemes to improve volumes in UK universities (Centaur Communications, 2011), thus leading to more debt.

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