Personalised Education, Pedagogy, and Equity in the Higher Education Sector

Abstract In this chapter, we aim to unsettle and unmask the discourse of e-mediated instruction and personalised learning. We look to re-see and rethink these terms through trajectories other than those often now provided to us. There is considerable literature that trumpets successes, but the literature also suggests that at present it is really difficult to navigate the terrain of e-mediated, personalised instruction in the higher education sector, even with the best of intentions. We outline many threats to the promise that this policy landscape holds, especially in relation to issues of distribution and participation if and when access is gained.

Pedagogic Promise

We agree that e-mediated instruction that is personalised is a positive step in catering for the individual learner and their needs. We also recognise that e-mediated instruction exerts global outreach and internationalisation (Guri-Rosenblit 2005). E-mediated instruction provides flexibility for both teacher and learner and provides the opportunity for blended learning environments to emerge. E-mediated programmes also provide a marketable commodity for universities that can be sold for profit or redistributed between public and private sectors. We are very well aware that computers, and their affordances, allow us to be more flexible, to access information on demand and to become authors of our own electronic footprint. But it would be remiss of us if we did not also consider the threats to the pedagogical opportunities provided by such instruction. We argue that e-mediated instruction at present has limited stand-alone pedagogical promise (Guri-Rosenblit 2005).

© Springer Nature Singapore Pte Ltd. 2017 B. Garrick et al., Theorising Personalised Education, DOI 10.1007/978-981-10-2700-0_5

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