The students also develop creative ways of using the medium, becoming critical of it and thereby developing ownership. Surveys have also shown that prior experience with computers at home is the most important factor in determining confidence in CMC use. This has implications for future use of computers in education since it raises economic issues. Students rarely run computers without multi-tasking, and still use computers more for recreation than work. Learning tends to be dominated by solitary experiences.
Students compromise, editing text.
Students who own printers also find they are in possession of a social asset or liability, so creating more social geography. Short term initiatives supporting ad-hoc projects result in pockets of innovation in university structures, but these are rarely systemised or managed, so a network of virtual universities cannot develop. Universities need to be able to be more integrated institutions with an enhanced capacity for internal knowledge management. School children are becoming more au-fait with IT technology at a younger age, which has the potential to change the face of university education. The majority of courses taught virtually are in the areas of business management, computers and IT awareness, professional updating and vocational leisure courses.