Net als bij privacy lijkt ook de roep om transparantie in het digitale tijdperk steeds duidelijker door te klinken. Ik noem het nadrukkelijk ‘een roep om transparantie’. Het is namelijk vaak onduidelijk of er ook echt behoefte is aan transparantie en wie deze behoefte heeft. Wat wel duidelijk is, is dat de afgelopen jaren de roep om transparantie in de maatschappij harder is gaan klinken.
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The purpose of this paper is to reflect on the experiences of safety and security management students, enrolled in an undergraduate course in the Netherlands, and present quantitative data from an online survey that aimed to explore the factors that have contributed to students’ satisfaction with, and engagement in, online classes during the COVID-19 pandemic. The main findings suggest an interesting paradox of technology, which is worth further exploration in future research. Firstly, students with self perceived higher technological skill levels tend to reject online education more often as they see substantial shortcomings of classes in the way they are administered as compared to the vast available opportunities for real innovation. Secondly, as opposed to democratising education and allowing for custom-made, individualistic education schedules that help less-privileged students, online education can also lead to the displacement of education by income-generating activities altogether. Lastly, as much as technology allowed universities during the COVID-19 pandemic to continue with education, the transition to the environment, which is defined by highly interactive and engaging potential, may in fact be a net contributor to the feelings of social isolation, digital educational inequality and tension around commercialisation in higher education.
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Marketeers, communicatie adviseurs en CX-professionals hebben in hun werk te maken met een paradoxen die hun werk soms lastig maar vooral ook uitdagend maken. Deze schijnbare tegenstellingen lijken te worden versterkt door de verdergaande digitalisering van de samenleving.
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