Some schools in universities and perhaps the universities themselves, may not be competitive in a few years' time unless they have embraced online technologies, whether as an integral part of the curriculum or simply as another way to convey, retrieve and manipulate information. This paper explores education online as representing a new technoculture that mirrors larger changes in politics, the economy and society. The paper argues that to understand the significance of computers in teaching and learning, we should not concentrate on the 'wired' machines themselves, but the broader changes occurring in society and in higher education. Introduction Universities are in the process of significant change. Once the bastions of a traditional knowledge base, catering for a small number of young students, they now have to deal with large numbers of students of all ages with diversified needs, interests and abilities.
Universities are no longer the main producers of knowledge.
A new knowledge economy and an expanding and changing labour market is demanding universities provide appropriate education and training to suit the ever changing needs of society. Government expectations of university has changed. There is an increased role for universities to help solve problems in society and the economy. This increase in demand has come with no increase in funding. Growth of new knowledge, of new techniques requiring ever increasing specialties, stretches the range and scope of disciplines.