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| Smith (1997), following Mandelbaum (1980), proposes
that the self-access centre (SAC) is a typical post-industrial educational system. She
suggests it reflects Mandelbaum's three characteristics of post-industrial society: a
non-local system of delivery through on-line computer networks etc.; individualisation;
and de-centralised organisation. As such, the role of self-access in education is growing,
and will continue to grow in importance and stature as it is recognised as one way of
meeting society’s increasing need for a flexible, well-educated workforce. |
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| Given the worldwide interest in Information
Technology, it is not surprising that many self-access centres (SACs) include computers in
their resource provision. Indeed, for many SACs, the computer is a central tool used for a
wide range of tasks both administrative and pedagogical - reflecting some of the potential
benefits of the use of computers in a self-access learning environment (Sheerin, 1989;
Sorge, 1994; Ehrmann, 1996). |
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