VIRTUAL LEARNING in higher education in Mexico and South Africa: Prospects and Possibilities

The use of ICTs is becoming widespread in higher education today. The introduction of systematic instructional technology offers higher education a forum of instruction compatible with its own goals and serves to decentralise the university beyond the cloistered environment. Computers have introduced a mediated, machine-to-person relationship into the learning equation “that offers efficient transference of information/knowledge” (Tyner, 1999:47) and may facilitate collaborative learning. Worldwide institutions and governments are committing themselves to maximizing the potential of the new technologies, particularly computers, in enhancing the teaching and learning. “Learners will become more independent and educators will see themselves as facilitators and guides instead of sages possessing all information and knowledge” (Sayed, 1998:14). While the claims for computers may ring true there is a need to critically examine their application in a developing world context. Thus this article provides an empirical investigation of two institutions in the developing world that have sought to harness to potential of ICTs for education. Specially the paper examines the impact of ICTs on students, lectures and the institutions in South Africa and Mexico with a view to examine the relevant policy implications of the research.