Radical Pedagogy

Radical Pedagogy (2013)

Volume 10 Issue 2

ISSN: 1524-6345




Andragogy, Computer Mediated Learning: The Demise of the Lecture

Herb Thompson

Formerly: Professor of Economics

The American University in Cairo

Cairo, Egypt

Now: Retired

E-mail: herbietea2001@yahoo.com.au


     The policy framework which exists in most tertiary institutions provides more incentives for research activity than for excellence in teaching. Bluntly, there are greater incentives - both financial and in the advancement of an academic career - to chase research income and opportunities than to teach students well. And the dogma that in order to teach well one must also be an active researcher quite often leads to second-rate research done to order, at the expense of preparation for the classroom.

     Within this context, this paper focuses on the andragogical implications of information and communication technologies (ICT) in a mediated teaching/learning environment. Andragogy describes a social activity aiming at the effective teaching/learning of adults, guided by maxims or presuppositions about both the processes of knowing and ignorance. Drawing on Marxian theories of cognitive development and learning, as well as ‘social constructivist’ educational and social science research an attempt is made to define the principles and practices underlying computer mediated learning; and to provoke a much needed debate on the collaborative social activity of this relatively new mode of delivery.

     Keywords: communication technology; tertiary education,  

                     teaching/learning; social constructivism; Marxian theory