essay about importance of the internet to students

Essay on Importance of Internet

Students are often asked to write an essay on Importance of Internet in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Importance of Internet

Introduction.

The Internet is a powerful tool that has transformed our lives. It is a network of computers that allows us to access information, communicate, and perform various tasks.

Access to Information

The Internet provides a vast amount of information on every subject imaginable. It helps students in their studies and keeps us updated with the world.

Communication

The Internet has made communication easier and faster. We can chat, video call, and email anyone, anywhere, anytime.

Online Services

From shopping to banking, the Internet offers numerous services. It saves time and makes our lives convenient.

In a nutshell, the Internet plays a crucial role in our lives. It’s essential for education, communication, and services.

Also check:

• Paragraph on Importance of Internet

250 Words Essay on Importance of Internet

The lifeline of modern society: the internet.

The internet, often referred to as the “network of networks,” has become an integral part of our lives. Its significance cannot be overstated as it has revolutionized communication, education, business, and entertainment.

Communication and Information Access

The internet has transformed the way we communicate. Emails, social media, and video conferencing have made it possible to connect with anyone, anywhere, at any time. It has also made information access easier than ever. The vast ocean of data available online has made the internet a primary source of information, research, and news.

Education and Learning

The internet has significantly impacted education. With the advent of online courses, learning has become more accessible. It has broken the barriers of geography, allowing students to learn from the best educators worldwide. Moreover, the internet acts as an enormous library, offering countless resources for academic research and knowledge expansion.

Business and Commerce

The internet has also revolutionized business operations. It has facilitated global trade, enabling businesses to expand their reach beyond geographical boundaries. E-commerce platforms have made buying and selling goods globally a simple process. Furthermore, digital marketing strategies have allowed businesses to target their audience more effectively.

Entertainment and Leisure

Lastly, the internet has transformed the entertainment industry. Streaming platforms have made movies, music, and games readily available. Social media platforms provide a space for sharing creative content and personal experiences.

In conclusion, the internet has significantly shaped our world, influencing various aspects of our lives. Its importance is undeniable, and its potential for future advancements is limitless.

500 Words Essay on Importance of Internet

The advent of the internet.

The internet, a global network connecting millions of computers, has revolutionized the world, transforming every facet of our lives. It’s not just a technology; it’s a phenomenon that has reshaped our societies, economies, and cultures.

The Internet as a Source of Knowledge

The internet has democratized access to knowledge. No longer do we need to physically visit a library to access books or research materials. A vast repository of information is just a click away, enabling us to learn about virtually any topic. Websites like Wikipedia, academic databases, and online libraries have made it possible for anyone with internet access to become a self-learner.

Facilitating Communication and Collaboration

The internet has also transformed the way we communicate. Email, social media, and instant messaging have made communication faster and more efficient. The internet has made it possible to connect with people across the globe instantaneously, breaking down geographical barriers. This has also fostered global collaboration, allowing people from different parts of the world to work together on projects or ideas.

Impact on Economy and Commerce

The internet has had a profound impact on the economy. It has given rise to a new form of commerce – e-commerce, enabling businesses to reach a global audience. Companies like Amazon and Alibaba have revolutionized retail, while platforms like Airbnb and Uber have disrupted traditional industries. The internet has also created new job opportunities, from digital marketing to web development.

Entertainment and Media

The internet has reshaped the entertainment industry. Streaming platforms like Netflix and Spotify have changed the way we consume media, offering a vast selection of movies, series, and music on demand. Social media platforms like YouTube have given rise to a new kind of celebrity – the influencer, who can reach millions of followers with a single post.

The Internet and Social Change

The internet has also been a catalyst for social change. It has given a voice to those who were previously unheard, enabling them to share their stories and mobilize for change. Social media platforms have played a key role in movements like the Arab Spring and Black Lives Matter, demonstrating the power of the internet to drive social change.

The importance of the internet cannot be overstated. It has transformed our world, reshaping the way we learn, communicate, do business, and engage with our society. As we move further into the digital age, the internet will continue to play a pivotal role in shaping our future. However, as with any powerful tool, it is important that we use the internet responsibly, ensuring it is a force for good in our world.

That’s it! I hope the essay helped you.

If you’re looking for more, here are essays on other interesting topics:

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Essay on Importance of Internet: Samples for Students

• Updated on  
• Nov 23, 2023

Internet is not just a need or luxury, it has become a household necessity. It was used as a source of entertainment but now it is impossible to work in offices or study without the Internet. When the global pandemic locked everyone in their house, it became an important medium to connect, study and work. Students were able to study without the risk of catching COVID-19 because of the Internet. The importance of the internet is also a common topic in various entrance exams such as SAT , TOEFL , and UPSC . In this blog, you will learn how to write an essay on the importance of the Internet.

This Blog Includes:

Tips to write the perfect essay on internet, sample 1 of essay on the importance of the internet (100 words), sample essay 2 – importance of the internet (150 words), sample essay 3 on use of internet for student (300 words).

Also Read: LNAT Sample Essays

Now the task of essay writing may not always be easy, hence candidates must always know a few tips to write the perfect essay. Mentioned below are a few tips for writing the correct essay:

• Prepare a basic outline to make sure there is continuity and relevance and no break in the structure of the essay
• Follow a given structure. Begin with an introduction then move on to the body which should be detailed and encapsulate the essence of the topic and finally the conclusion for readers to be able to comprehend the essay in a certain manner
• Students can also try to include solutions in their conclusion to make the essay insightful and lucrative to read.

Also Read: UPSC Essay Topics

The last few years have witnessed heavy reliance on the Internet. This has been because of multiple advantages that it has to offer – for instance, reducing work stress and changing the face of communication most importantly. If we take the current scenario, we cannot ignore how important the Internet is in our everyday lives. It is now indeed a challenging task to visualize a world without the internet. One may define the internet as a large library composed of stuff like – records, pictures, websites, and pieces of information. Another sector in which the internet has an undeniably important role to play is the field of communication. Without access to the internet, the ability to share thoughts and ideas across the globe would have also been just a dream. 

Also Read: IELTS Essay Topics

With the significant progress in technology, the importance of the internet has only multiplied with time. The dependence on the internet has been because of multiple advantages that it has to offer – for instance, reducing work stress and changing the face of communication most importantly. By employing the correct usage of the internet, we can find various information about the world. The internet hosts Wikipedia, which is considered to be one of the largest best-composed reference books kept up by a vast community of volunteer scholars and editors from all over the world. Through the internet, one may get answers to all their curiosity.

In the education sector too, it plays a major role, especially taking into consideration the pandemic. The Internet during the pandemic provided an easy alternative to replace the traditional education system and offers additional resources for studying, students can take their classes in the comforts of their homes. Through the internet, they can also browse for classes – lectures at no extra cost. The presence of the Internet is slowly replacing the use of traditional newspapers. It offers various recreational advantages as well. It can be correctly said that the internet plays a great role in the enhancement of quality of life.

Also Read: TOEFL Sample Essays

One may correctly define the 21st century as the age of science and technology. However, this has been possible not only by the efforts of the current generation but also by the previous generation. The result of one such advancement in the field of science and technology is the Internet. What is the Internet? So the internet can be called a connected group of networks that enable electronic communication. It is considered to be the world’s largest communication connecting millions of users.

The dependence on the internet has been because of multiple advantages that it has to offer – for instance, reducing work stress and changing the face of communication most importantly. Given the current scenario, the Internet has become a massive part of our daily lives, and it is now a challenging task to imagine the world without the Internet. The importance of the Internet in the field of communication definitely cannot be ignored.

Without access to the internet, the ability to share thoughts and ideas across the globe would have been just a dream. Today we can talk to people all over the globe only because of services like email, messenger, etc that are heavily reliant on the internet. Without the internet, it would be hard to imagine how large the world would be. The advent of the internet has made the task of building global friendships very easy.

The youth is mainly attracted by entertainment services. Streaming platforms like Amazon , Netflix, and YouTube have also gained immense popularity among internet users over the past few years. The presence of the Internet is slowly replacing the use of traditional newspapers among people too. 

In addition to these, it has various recreational advantages to offer as well. For instance, people can search for fun videos to watch and play games online with friends and other people all over the globe. Hence, we can say the internet holds immense importance in today’s era. Internet technology has indeed changed the dynamics of how we communicate, respond or entertain ourselves. Its importance in everyday life is never-ending. It can be correctly said that the internet plays a great role in the enhancement of quality of life. In the future too, we will see further changes in technology .

Also Read: SAT to Drop Optional Essays and Subject Tests from the Exam

Related Articles

The internet provides us with facts and data, as well as information and knowledge, to aid in our personal, social, and economic development. The internet has various applications; nevertheless, how we utilize it in our daily lives is determined by our particular needs and ambitions.

Here are five uses of the internet: email; sharing of files; watching movies and listening to songs; research purposes; and education.

The Internet has also altered our interactions with our families, friends, and life partners. Everyone is now connected to everyone else in a more simplified, accessible, and immediate manner; we can conduct part of our personal relationships using our laptops, smartphones, and tablets.

This was all about an essay on importance of Internet. The skill of writing an essay comes in handy when appearing for standardized language tests. Thinking of taking one soon? Leverage Live provides the best online test prep for the same. Register today to know more!

Nikita Puri

Nikita is a creative writer and editor, who is always ready to learn new skills. She has great knowledge about study abroad universities, researching and writing blogs about them. Being a perfectionist, she has a habit of keeping her tasks complete on time before the OCD hits her. When Nikita is not busy working, you can find her eating while binge-watching The office. Also, she breathes music. She has done her bachelor's from Delhi University and her master's from Jamia Millia Islamia.

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800 Words Essay On Internet in English for Students

The internet has transformed the world in ways that were unimaginable just a few decades ago. It has revolutionized how we communicate, access information, conduct business, and even how we entertain ourselves. The internet has become an integral part of our daily lives, and it’s hard to imagine a world without it.

At its core, the Internet is a vast network of interconnected computers and servers that allows for the exchange of information and data across the globe. It was originally conceived as a way for researchers and scientists to share information and collaborate on projects, but it has since evolved into a ubiquitous platform that has permeated every aspect of modern life.

One of the most significant impacts of the internet has been on communication. Before the internet, communication was limited by geography and time zones. People had to rely on physical mail, telephone calls, or face-to-face meetings to communicate with one another. The internet has made communication instantaneous and borderless. With the rise of email, instant messaging, video conferencing, and social media platforms, people can communicate with each other from anywhere in the world, at any time.

The internet has also revolutionized the way we access information. In the past, people had to rely on physical libraries, books, and other printed materials to access information. Today, with the internet, a wealth of information is available at our fingertips. From online encyclopedias to news websites, academic journals, and online databases, the internet has made it possible to access information on virtually any topic imaginable.

Another significant impact of the internet has been on the economy and the way we conduct business. The rise of e-commerce has made it possible for businesses to reach a global market and sell their products and services online. Online shopping has become increasingly popular, and many traditional brick-and-mortar stores have had to adapt to this new reality by establishing an online presence.

Furthermore, the internet has enabled the rise of the gig economy, where people can work as freelancers or contractors for multiple clients and projects simultaneously. This has created new opportunities for individuals to earn a living and has allowed businesses to access a global talent pool.

The internet has also had a profound impact on education. Online learning platforms and distance education programs have made it possible for students to access educational resources and attend classes from anywhere in the world. This has opened up new opportunities for people who may not have had access to traditional educational institutions due to geographical or financial constraints.

However, the internet has also brought with it a number of challenges and concerns. One of the biggest concerns is privacy and security. With so much personal information being shared online, there is a risk of data breaches and cyber attacks. Companies and individuals need to be vigilant about protecting their personal information and implementing strong cybersecurity measures.

Another concern is the spread of misinformation and fake news. The internet has made it easier for anyone to publish and share information, regardless of its accuracy or credibility. This has led to the proliferation of fake news and conspiracy theories, which can have serious consequences for individuals and society as a whole.

There is also concern about the impact of the internet on mental health and well-being. The constant exposure to social media and the pressure to curate a perfect online persona can lead to feelings of anxiety, depression, and low self-esteem. Additionally, the addictive nature of the internet and the constant stream of information can contribute to decreased attention spans and difficulty focusing on tasks.

Despite these challenges, the internet has proven to be an invaluable tool that has transformed the way we live, work, and interact with the world around us. It has opened up new opportunities for communication, education, and economic growth, and has made it possible for people to connect and collaborate in ways that were previously unimaginable.

As we move forward, it is important to address the challenges and concerns surrounding the internet while also embracing its potential for innovation and progress. This may involve implementing stronger cybersecurity measures, promoting digital literacy and critical thinking skills, and encouraging responsible and ethical use of the internet.

In conclusion, the internet has had a profound impact on virtually every aspect of modern life. It has revolutionized communication, education, business, and access to information. While it has brought with it a number of challenges and concerns, the internet has proven to be an invaluable tool that has transformed the way we live and interact with the world around us. As we continue to navigate the digital age, it is important to embrace the opportunities that the internet provides while also addressing its challenges and promoting responsible and ethical use.

Uses of Internet

In the 21st century, the internet has become an indispensable part of our daily lives, revolutionizing the way we connect, learn, work, and entertain ourselves. Its multifaceted uses have permeated every aspect of society, bringing about unprecedented convenience and opportunities.

Communication stands out as one of the internet’s most significant uses. Instant messaging, video calls, and social media platforms have transcended geographical barriers, allowing people to stay connected with friends and family across the globe. The internet has turned the world into a global village, fostering a sense of unity and understanding among diverse cultures.

Education has undergone a remarkable transformation due to the internet. Online courses, tutorials, and educational resources have made learning accessible to anyone with an internet connection. Students can pursue degrees, acquire new skills, and access a wealth of information at their fingertips, democratizing education and breaking down traditional barriers to learning.

The internet has also redefined the way we work. Remote collaboration tools, cloud computing, and virtual offices have become essential components of the modern workplace. This shift has not only increased efficiency but has also opened up new opportunities for freelancers and remote workers, contributing to the rise of the gig economy.

In the realm of information, the internet has become an unparalleled resource. Search engines allow us to access vast amounts of information on any topic imaginable. This democratization of information has empowered individuals, encouraging critical thinking and facilitating informed decision-making.

Entertainment has undergone a digital revolution, with streaming services, online gaming, and social media platforms providing endless avenues for amusement. The internet has not only transformed how we consume content but has also given rise to new forms of artistic expression and creativity.

In conclusion, the internet’s uses are multifaceted and far-reaching, impacting every facet of our lives. From connecting people across the globe to revolutionizing education, work, and entertainment, the internet continues to be a transformative force, shaping the present and influencing the future. As we navigate the digital landscape, it is essential to harness the potential of the internet responsibly, ensuring that it remains a force for positive change in the years to come.

Convenience Due to Internet

The advent of the internet has ushered in an era of unprecedented convenience, transforming the way we live, work, and interact with the world. In our fast-paced lives, the internet has become a cornerstone of efficiency and ease, offering a multitude of conveniences that have reshaped our daily routines.

Communication is perhaps the most obvious and impactful convenience brought about by the internet. Instant messaging, email, and social media platforms have revolutionized the way we connect with others. Whether it’s staying in touch with loved ones, collaborating with colleagues, or reaching out to friends across the globe, the internet has made communication instantaneous and seamless.

The convenience of online shopping has fundamentally altered the retail landscape. With just a few clicks, consumers can browse, compare prices, and purchase a vast array of products from the comfort of their homes. The rise of e-commerce platforms has not only made shopping more convenient but has also introduced the concept of doorstep delivery, saving time and eliminating the need for physical store visits.

Information retrieval has been transformed by the internet’s vast repository of knowledge. Search engines provide instant access to information on any conceivable topic, enabling users to quickly find answers, conduct research, and stay informed. This ease of information retrieval has empowered individuals, making knowledge more accessible than ever before.

The workplace has undergone a paradigm shift with the internet, enabling remote work and flexible schedules. Online collaboration tools, cloud computing, and virtual communication platforms have made it possible for individuals to work from virtually anywhere, reducing the constraints of traditional office settings and commuting.

Entertainment has also become infinitely more convenient through streaming services, online gaming, and digital media platforms. The ability to access a diverse range of content on-demand has given consumers unprecedented control over their entertainment choices, eliminating the need to adhere to fixed schedules or physical media.

In conclusion, the internet has woven a tapestry of convenience into the fabric of our lives. From streamlined communication and effortless online shopping to boundless information access and flexible work arrangements, the conveniences offered by the internet have become integral to our modern existence. As we navigate this digital landscape, the ongoing evolution of internet technologies continues to enhance and redefine the meaning of convenience in our interconnected world.

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Essay On Internet- FAQs

What is internet short essay.

In the modern time, internet has become is one of the most powerful and interesting tools all across the world. The Internet is a network of networks and collection of many services and resources which benefits us in various ways. Using internet we can access World Wide Web from any place.

What is Internet in 150 words?

The internet is the most recent man-made creation that connects the world. The world has narrowed down after the invention of the internet. It has demolished all boundaries, which were the barriers between people and has made everything accessible. The internet is helpful to us in different ways.

What is internet 100 words?

A. The internet, a recent man-made marvel, has brought the world closer. It has shattered all barriers and made everything accessible. The internet serves us in countless ways, from sharing information with people across the world to staying connected with our loved ones.

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Essay on Internet Uses For Students

500 + words internet essay.

The internet is described as a global network of computer systems interconnected and following the internet security protocol. However, have you ever considered why the internet is important? This 500+ Words Essay on internet advantages and disadvantages will help students ace essay writing during exams.

A combination of high-end science and advanced technology, the internet is a viral invention. Here, in an essay on the internet, students can learn about the uses and impact of the internet.

Why the Internet Is Important

The internet has undergone significant development from the time of its birth to the present. Over a period of time, the internet has become more interactive and user-friendly. It has also helped man in day-to-day transactions and interactions. The Internet is widely used for numerous functions such as learning, teaching, research, writing, sharing content or data, e-mails, job hunting, playing games, listening to music, watching videos, exploring and finally surfing the internet. Meanwhile, though it makes life easy for people, the internet also comes with a lot of pros and cons. Find the advantages and disadvantages of the internet from this essay.

Also read: History of Internet

Essay on Advantages of Internet

Read this essay on internet advantages to know the effects of using the internet. Look for the points mentioned below.

• The internet has helped reduce the usage of paper and paperwork to a large extent by computerising offices, schools, NGOs, industries and much more.
• Internet helps to provide updated information and news from all over the world
• Education, business and travel have been thriving with the growth of the Internet
• The internet is of high educational and entertainment value
• The internet makes access to public resources, libraries and textbooks much easier
• The internet makes it easy by reducing the time and energy taken to do work
• Work has become more efficient, quick and accurate
• Meetings and conferences are made easier with video calls and other brilliant tools

Apart from all these, as mentioned in the above paragraph on Internet uses, it helps carry out banking activities, exchange information, shop for various goods and more.

Essay on Internet Disadvantages

Despite the use of the internet and its positives, there are also some internet disadvantages. Continuous use of the internet can affect our lifestyle and health. Let us check out the disadvantages of the internet from this paragraph.

• Over-dependence on the internet can lead to many health problems
• People tend to spend more of their productive time doing nothing but browsing
• Even if the internet is now used extensively at work, overuse of the internet could lead to depression
• Quality time with friends and relatives is primarily reduced due to the use of the internet
• Cybercrime has also increased as internet security and privacy are compromised

Thus, we have seen the uses of the internet and its impact on students and working professionals. While we know that overuse of the internet should be avoided, we also have to acknowledge that the internet has still not been exploited to its full potential, despite its massive growth. In conclusion, we can state that to make internet use more comfortable and pleasurable, school students should be taught about the pros and cons of using the internet, thus ensuring that they can stand up against cybercrime and ensure safety.

Also Read: Social Media Essay | Essay on Women Empowerment | Essay On Constitution of India

Frequently asked Questions on Internet Essay

What is the internet.

The internet is a global system of interconnected computers and this system uses a standardised Internet Protocol suite for communication and sharing information.

What are the top 5 uses of the Internet?

The Internet is mostly used by people to send emails and to search on any topic. It can be used to download large files. People depend on the internet for electronic news and magazines these days. A lot of people, especially the young generation use it to play interactive games and for entertainment.

What is WiFi?

WiFi is the latest wireless technology used to connect computers, tablets, smartphones and other electronic devices to the internet.

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Essay on Uses of Internet for Students and Children

500 words essay on uses of internet.

The Internet has become a sensation nowadays. It is something that humans cannot function without anymore. It has occupied a great part of our lives. We use the internet for almost every little and a big task now. It ranges from searching for a job to listening to music.

The Internet has basically made our lives easier and convenient. The world is at our fingertips now, thanks to the internet. When we see how it has changed the scenario of the modern world, we can’t help but notice its importance. It is used in all spheres of life now.

Internet and Communication

The world has become smaller because of the internet. Now we can communicate with our loved ones oceans away. The days of letter writing are gone where we had to wait for weeks to get a reply. Everything is instant now. Even though telephones allowed us to do that, but the cost was too high. The common man could not afford to call people overseas because of the costs.

However, the internet changed that. Communicating with people both near and far is now easy and affordable. We can send them emails and chat with them through instant messaging apps. We may also video call them using the internet which allows us to see them clearly even though we are miles away.

Furthermore, we can now get instant news updates from all over the world. The moment anything takes place anywhere in the world, we get to know about it. In addition, we are informed about the natural calamities within the correct time. Moreover, we can easily contact our job recruiters using the internet. Job application has been made so much easier through the internet.

Get the huge list of more than 500 Essay Topics and Ideas

Internet and Entertainment

Entertainment and the Internet go hand in hand now. Everything is at your fingertips to enjoy. You can book movie tickets easily on the internet. Gone are the days of waiting in long queues to get the ticket for the latest movie. It can all be done through the comfort of your home. Similarly, you can also book match tickets and concert tickets without going through the hassle of standing in long lines.

In addition, we can now do all our shopping online. You won’t have to go out in the harsh weather to shop for stuff. The Internet allows you to browse through a large assortment of products with all the details given. It ranges from something as small as a mug to a laptop, you can have it all. Furthermore, you may also filter the categories to find exactly what you are looking for within seconds.

Nowadays, web series are quite a hit amongst the youth. They do not watch TV anymore; rather they enjoy the web series. Various platforms have created shows which they release on the internet that has a major fan following. You can get your daily dose of entertainment from the internet now. Whether you want to hear the latest music, you don’t have to spend a hefty amount to buy the CD. You can simply listen to it on the internet.

Thus, we see how the internet has changed and made our lives easy in various ways. We can connect with our loved ones easily and get access to unlimited entertainment instantly.

FAQs on Uses of Internet

Q.1 How does the internet help in communicating?

A.1 We can now communicate with our loved ones using the internet. We can video call them and connect with our relatives living overseas.

Q.2 What does internet offer in terms of entertainment?

A.2 Internet offers us various modes of entertainment. We can watch movies and shows online. We can also book tickets and shop for products online.

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A Big Eye to Search for Extraterrestrial Life

From smoke signals to brain waves, openmind books, scientific anniversaries, shopping online or in person to reduce one’s carbon footprint, featured author, latest book, the internet and education, introduction.

In many ways, it is difficult to discuss any aspect of contemporary society without considering the Internet. Many people’s lives are saturated so thoroughly with digital technology that the once obvious distinction between either being  online  or  offline  now fails to do justice to a situation where the Internet is implicitly  always on . Indeed, it is often observed that younger generations are unable to talk about  the Internet  as a discrete entity. Instead, online practices have been part of young people’s lives since birth and, much like oxygen, water, or electricity, are assumed to be a basic condition of modern life. As Donald Tapscott (2009, 20) put it, “to them, technology is like the air.” Thus, in many ways, talking about  the Internet  and education simply means talking about contemporary  education . The Internet is already an integral element of education in (over)developed nations, and we can be certain that its worldwide educational significance will continue to increase throughout this decade.

That said, the educational impact of the Internet is not straightforward. At a rudimentary level, it is important to remember that well over half the world’s population has no direct experience of using  the Internet  at all. While this is likely to change with the global expansion of mobile telephony, the issue of unequal access to the most enabling and empowering forms of Internet use remains a major concern. Moreover—as the continued dominance of  traditional  forms of classroom instruction and paper-and-pencil examinations suggest—the educational changes being experienced in the Internet age are complex and often compromised. In addressing the topic of “the Internet and education” we therefore need to proceed with caution. As such, this chapter will consider the following questions:

• What are the potential implications of the Internet for education and learning?
• What dominant forms of Internet-based education have emerged over the past 20 years?
• How does the educational potential of the Internet relate to the realities of its use?
• Most importantly, how should we understand the potential gains and losses of what is being advanced?

The Internet as an Educational Tool

For many commentators, the Internet has always been an inherently educational tool. Indeed, many people would argue that the main characteristics of the Internet align closely with the core concerns of education. For instance, both the Internet  and  education are concerned with information exchange, communication, and the creation of knowledge.

The participatory, communal nature of many social Internet applications and activities is aligned closely with the fundamental qualities of how humans learn, not least the practices of creating, sharing, collaborating, and critiquing.

Thus, in light of the Internet’s capacity to allow these activities to take place on a vast and almost instantaneous scale, the educational implications of the Internet are understandably often described in grand terms. Take, for example, this recent pronouncement from Jeb Bush:

The Internet isn’t just a powerful tool for communication. It’s arguably the most potent force for learning and innovation since the printing press. And it’s at the center of what is possibly America’s mightiest struggle and greatest opportunity: How to reimagine education for a transformative era.

(Bush and Dawson 2013)

Beyond such hyperbole, the implications of the Internet for education and learning can be understood in at least four distinct ways. First, is the potential of the Internet to offer individual learners increased freedom from the physical limitations of the  real world . This is often expressed in terms of reducing constraints of place, space, time, and geography, with individuals able to access high-quality learning opportunities and educational provision regardless of local circumstances. The Internet is therefore portrayed as allowing education to take place on an  any time, any place, any pace  basis. Many commentators extend these  freedoms  into a transcendence of social and material disadvantage, with the Internet perceived as an inherently democratizing medium. The ability to support  freer  and  fairer educational interactions and experiences is seen to reflect the Internet’s underpinning qualities as “a radically democratic zone of infinite connectivity” (Murphy 2012, 122).

Secondly, the Internet is seen to support a  new culture of learning —i.e., learning that is based around  bottom-up  principles of collective exploration, play, and innovation rather than  top-down  individualized instruction (Thomas and Seely-Brown 2011). The Internet allows learning to take place on a  many-to-many  rather than  one-to-many  basis, thereby supporting  socio-constructivist  modes of learning and cognitive development that are profoundly social and cultural in nature. Many educators would consider learners to benefit from the socially rich environments that the Internet can support (see Luckin 2010). For example, it is often argued that the Internet offers individuals enhanced access to sources of knowledge and expertise that exist outside of their immediate environment. In this sense, there is now considerable interest in the ability of the Internet to support powerful forms of  situated learning  and digitally dispersed  communities of practice . The Internet is therefore seen as a powerful tool in supporting learning through  authentic  activities and interactions between people and extended social environments.

Thirdly, the capacity of the Internet to support a mass  connectivity  between people and information is felt to have radically altered the relationship between individuals and knowledge. It is sometimes argued that the Internet supports forms of knowledge creation and knowledge consumption that differ greatly from the epistemological presumptions of formal schooling and mass instruction. The networked relationships that Internet users have with online information have prompted wholesale reassessments of the nature of learning. Some educationalists are now beginning to advance ideas of  fluid intelligence  and  connectivism —reflecting the belief that learning via the Internet is contingent on the ability to access and use distributed information on a  just-in-time  basis. From this perspective,  learning  is understood as the ability to connect to specialized information nodes and sources as and when required. Thus being  knowledgeable  relates to the ability to nurture and maintain these connections (see Chatti, Jarke, and Quix 2010). As George Siemens (2004) puts it, learning can therefore be conceived in terms of the “capacity to know more” via the Internet rather than relating to the individual accumulation of prior knowledge in terms of “what is currently known.”

Fourthly, the Internet is seen to have dramatically  personalized  the ways in which people learn—thereby making education a far more individually determined process than was previously the case. The Internet is associated with an enhanced social autonomy and control, offering individuals increased choice over the nature and form of what they learn, as well as where, when, and how they learn it. Education is therefore a wholly controllable aspect of one’s personal life, with the Internet facilitating a  digital juggling  of educational engagement alongside daily activities and other commitments (Subrahmanyam and Šmahel 2011). Indeed, Internet users are often celebrated as benefiting from an enhanced capacity to self-organize and  curate  educational engagement for themselves, rather than relying on the norms and expectations of an education  system .

The Educational Implications of the Internet

All these various shifts and realignments clearly constitute a fundamental challenge to the  traditional  forms of educational provision and practice that were established throughout the nineteenth and twentieth centuries, especially institutionalized modes of  formal  schooling and university education. For many commentators, therefore, the Internet contradicts the monopoly of state education systems and the vested interests of the professions that work within them. In all of the ways just outlined, the Internet would certainly seem to test established educational boundaries between  ex perts  and  novices , the production and consumption of knowledge, as well as the timing and location of learning. In terms of how education is provided, the Internet is associated with a range of radically different learning practices and altered social relations.

The Internet has certainly prompted ongoing debate and concern within the educational community. On one hand, many educationalists are busying themselves with rethinking and reimagining the notion of  the school  and  the university  in ways that respond to the demands of the Internet age. There have been various proposals over the past decade for the development of educational institutions that are better aligned with the characteristics of Internet-adept learners and online knowledge. As Collins and Halverson (2009, 129) put it, the task of reinventing schools and universities for the Internet age involves not only “rethinking what is important to learn” but also “rethinking learning.” This has seen modes of schooling being developed that are built around the communal creation (rather than individual consumption) of knowledge, in an attempt to imbue learning with a sense of play, expression, reflection, and exploration. The past ten years has seen a rash of ideas from enthusiastic educators proposing the development of new pedagogies and curricula built around social interaction, exploration,  gaming , and  making . All of these proposals for  school 2.0  reflect what Whitby (2013, 9–11) describes as  new models  of education provision based around “openness to learning and masterful tech-savvy.”

However, in contrast to these  re-schooling  proposals has been a countermovement to align the Internet with more radical forms of educational deinstitutionalization. These  de-schooling  arguments have proven popular with groups outside of the traditional  education establishment , framing the Internet as capable of usurping the need for educational institutions altogether. Key concepts here include self-determination, self-organization, self-regulation, and (in a neat twist on the notion of  do-it-yourself ) the idea of  do-it-ourselves . All these ideas align the Internet with a general rejection of institutionalized education—especially what has long been critiqued as the obsolete  banking model  of accumulating  knowledge content . Instead, Internet-based education is conceived along lines of open discussion, open debate, radical questioning, continuous experimentation, and the sharing of knowledge.

As with other aspects of digital activity, education is therefore imagined as something that is now open to reprogramming, modification, and hacking to better suit one’s individual needs.

As Dale Stephens (2013, 9) reasons:

The systems and institutions that we see around us—of schools, college, and work—are being systematically dismantled…. If you want to learn the skills required to navigate the world—the hustle, networking, and creativity—you’re going to have to hack your own education.

These are all highly contestable but highly seductive propositions. Indeed, whether one agrees with them or not, these arguments all highlight the fundamental challenge of the Internet to what was experienced throughout the past one hundred years or so as the dominant mode of education. It is therefore understandable that the Internet is now being discussed in terms of inevitable educational change, transformation, and the general  disruption  of twentieth-century models of education provision and practice. As the noted technology commentator Jeff Jarvis (2009, 210) concluded in an acclaimed overview of the Internet’s societal significance, “education is one of the institutions most deserving of disruption—and with the greatest opportunities to come of it.” Bold statements such as these are now being made with sufficient frequency and conviction that talk of an impending  digital disruption  of education is now rarely contested. Many people, therefore, see the prospect of the Internet completely reinventing education not as a matter of  if , but as a matter of  when .

Prominent Forms of Internet-Based Education

In the face of such forceful predictions of what  will  happen, it is perhaps sensible to take a step back and consider the realities of what has already happened with the Internet and education. As was suggested at the beginning of this chapter, amidst these grand claims of transformation and disruption, it is important to ask how the educational potential of the Internet is  actually  being realized in practice. In this sense, we should acknowledge that the Internet has been long used for educational purposes, and a number of prominent models of Internet-based education have emerged over the past 20 years. Perhaps the most established of these are various forms of what has come to be known as  e-learning —ranging from online courses through to virtual classrooms and even virtual schools. Many early forms of e-learning involved the predominantly one-way delivery of learning content, thereby replicating traditional  correspondence  forms of distance education. These programs (which continue to the present day) tend to rely on online content management systems, albeit supported by some form of interactivity in the form of e-mail, bulletin boards, and other communications systems. Alongside these forms of content delivery is the continued development of so-called virtual classrooms—usually spatial representations of classrooms or lecture theaters that can be  inhabited  by learners and teachers. Often these virtual spaces are designed to support synchronous forms of  live  instruction and feedback, with learners able to listen to lectures and view videos and visual presentations while also interacting with other learners via text and voice. Other asynchronous forms of virtual classroom exist in the form of digital spaces where resources can be accessed and shared—such as audio recordings and text transcripts of lectures, supplementary readings, and discussion forums. These forms of e-learning have continued to be developed since the 1990s, with entire  cyber schools  and online universities now well-established features of educational systems around the world.

While these examples of  e-learning  tend to replicate the basic structure and procedures of  bricks-and-mortar  schools and universities, a variety of other models of Internet-supported education have emerged over the past 20 years. One of the most familiar forms of Internet-based education is the collective  open  creation of information and knowledge, as exemplified by the online encyclopedia Wikipedia. Despite ongoing debates over its accuracy and coverage, the educational significance of Wikipedia is considerable. As well as being a vast information resource, the ability of users to contribute and refine content is seen to make  wiki  tools such as Wikipedia a significant educational tool. The belief now persists amongst many educators that mass user-driven applications such as Wikipedia allow individuals to engage in learning activities that are more personally meaningful and more publically significant than was ever possible before. As John Willinsky (2009, xiii) reasons:

Today a student who makes the slightest correction to a Wikipedia article is contributing more to the state of public knowledge, in a matter of minutes, than I was able to do over the course of my entire grade school education, such as it was.

These characteristics of wiki tools correspond with the wider  Open Educational Resource  movement which is concerned with making professionally developed educational materials available online for no cost. In this manner, it is reckoned that content from almost 80 percent of courses at the Massachusetts Institute of Technology are available on this free-to-use basis. Similar commitments can be found in institutions ranging from world-class universities such as Yale and Oxford to local community colleges. In all these cases, course materials such as seminar notes, podcasts, and videos of lectures are shared online with a worldwide population of learners, most of whom could otherwise not attend. Crucially (as with Wikipedia), the emphasis of Open Educational Resources is not merely permitting individuals to use provided materials, but encouraging the alteration and amendment of these resources as required. For example, the UK Open University’s extensive OpenLearn project provides free online access to all of the institution’s curriculum materials with an invitation for individual users to adapt these resources as they wish.

Other forms of online content sharing involve the open distribution of educational content that has been created by individuals as well as institutions. For example, the YouTube EDU service offers access to millions of educational videos produced by individual educators and learners. Similarly, Apple Computers’ collection of educational media—the so-called iTunes U—is designed to allow learners to circumvent traditional educational lectures and classes in favor of on-demand free mobile learning (Çelik, Toptaş, and Karaca 2012). Describing itself as “possibly the world’s greatest collection of free educational media available to students, teachers, and lifelong learners,” iTunes U offers free access to hundreds of thousands of educational audio and video podcast files. Most recently, there has been considerable praise for the Khan Academy’s online provision of thousands of bespoke educational videos alongside interactive quizzes and assessments covering a range of subject areas and topics. The aim of Khan Academy is to support individuals to learn at their own pace and to revisit learning content on a repeated basis. This so-called flipped classroom model is intended to allow individuals to engage with instructional elements of learning  before  entering a formal classroom. Face-to-face classroom time can be then be devoted to the practical application of the knowledge through problem solving, discovery work, project-based learning, and experiments (Khan 2012).

Another notable  open  example of Internet-based education has been the development of  MOOCs  (Massively Open Online Courses) over the past five years or so. Now, most notably through successful large-scale ventures such as Coursera and Ed-X, MOOCs involve the online delivery of courses on a free-at-the-point-of-contact basis to mass audiences. At its heart, the MOOC model is based on the idea of individuals being encouraged to learn through their own choice of online tools—what has been termed  personal learning networks —the collective results of which can be aggregated by the course coordinators and shared with other learners. This focus on individually directed discovery learning has proved especially appropriate to college-level education. Now it is possible for individuals of all ages to participate in mass online courses run by professors from the likes of Stanford, MIT, and Harvard universities in subjects ranging from a Yale elective in Roman architecture to a Harvard course in the fundamentals of neuroscience.

Another radical application of the Internet to support self-directed, non-institutional learning are initiatives such as the  hole-in-the-wall  and  School in the Cloud initiatives. These programs are built around an ethos of  minimally invasive education  where children and young people can access digital technology at any time, and teach themselves how to use computers and the Internet on an individually paced basis. The guiding ethos for the original hole-in-the-wall program was to locate Internet access in what Arora (2010, 691) characterizes as “out-of-the-way, out-of-the-mind locations” rather than in formal settings such as schools or universities. Indeed, the program’s credo of minimally invasive education is an avowedly non-institutionalized one, with children expected to engage with the Internet as an educative tool “free of charge and free of any supervision” (Mitra 2010). This approach is seen to be especially applicable to locations such as slum communities in India and Cambodia where Internet access is otherwise lacking. The recent elaboration of the initiative into the School in the Cloud marks an attempt to use online communication tools to allow older community members in high-income countries to act as mentors and  friendly but knowledgeable  mediators to young autonomous learners in lower-income communities. The provision of such access and support is therefore seen to underpin what the project team term “self-organized learning environments” and “self-activated learning”—thus providing an alternative “for those denied formal schooling” in low-income countries (Arora 2010, 700).

These programs, projects, and initiatives are indicative of the variety of ways in which education and the Internet have coalesced over the past 20 years. Yet perhaps the most significant forms of Internet-based education are the completely  informal  instances of learning that occur in the course of everyday Internet use. In this sense the Internet’s implicit support of various forms of  informal learning  could be seen as its most substantial educational impact (see Ünlüsoy et al. 2014). As the cultural anthropologist Mimi Ito has described, there are various different genres of everyday Internet-based practice that can be said to involve elements of learning (see Ito et al. 2009). At a basic level is the popular practice of using the Internet to simply  hang out  with others. Often these forms of  hanging out  can spill over into more focused instances of what Ito terms  messing around —i.e., activities that are interest-driven and more centered on peer sociability, often involving fortuitous searching, experimentation, and playing with resources. This messing around can then sometimes lead to the more intense commitment of what Ito has described as geeking out . These are bouts of concentrated and intense participation within defined communities of like-minded and similarly interested individuals driven by common and often specialized interests. In supporting all these forms of  learning , everyday use of the Internet can be seen as an inherently educational activity.

The Reality of the Internet and Education

These examples—and many more like them—are now seen as proof of the Internet’s growing contribution to what it means to learn and be educated in the twenty-first century. Undoubtedly, developments such as MOOCs, flipped classrooms, and self-organized learning could well turn out to be educational  game changers (Oblinger 2012). Yet the history of educational technology over the past one hundred years or so warns us that change is rarely as instantaneous  or  as totalizing as many people would like to believe. Indeed, the history of  modern  educational technologies (starting with Thomas Edison’s championing of educational filmstrips in the 1910s) has usually been characterized by sets of complex mutually shaping relationships between education and technology (see Cuban 1986). In other words,  new technologies rarely—if ever—have a direct one-way  impact  or predictable  effect  on education. Rather, established cultures and traditions of education also have a profound reciprocal influence on technologies. As the historian Larry Cuban (1993, 185) observed succinctly of the remarkable resilience of schools to the waves of successive technological developments throughout the 1980s and 1990s, “computer meets classroom—classroom wins.” In asking how the Internet is shaping education in the 2010s, we therefore need to also ask the corresponding question of how education is shaping the Internet.

From this perspective, it is not surprising to see the most successful forms of Internet-based education and  e-learning  being those that reflect and even replicate  pre-Internet  forms of education such as classrooms, lectures, and books. It is also not surprising to see the long-established  grammar  of formal education and educational institutions having a strong bearing on emerging forms of Internet-based education (Tyack and Cuban 1995). Take, for instance, the persistence of familiar practices such as dividing knowledge into distinct subject areas, using graded individual assessments, or relying on  expert  teachers. While understandable, these continuities certainly belie claims of radical transformation and disruption of the educational status quo. Thus in contrast to the revolutionary zeal of some commentators, it could be observed that the Internet is having most  impact  on education where it is  not  causing radically new patterns of participation or practice. For instance, rather than extending educational opportunities to those who previously were excluded, the recent rise of the MOOC in countries such as the U.S. and UK appears primarily to be supporting well-resourced, highly motivated, and already well-educated individuals to engage in more education (thereby replicating a trend referred to by some social commentators as the  Matthew Effect ). This is not to say that MOOCs are an insignificant form of education—however, it does suggest that their main  impact  is that of increasing rather than widening educational participation. Indeed, this view does imply that some of the more  radical  claims of social transformation and change that surround MOOCs (and other forms of Internet-based education) require careful consideration.

This leaves any attempts to predict the likely influence of the Internet on future forms of education on uncertain ground. Of course, it is unwise to adapt an overtly cynical view that there is nothing  new  about Internet-based education at all—i.e., that the educational effects of the Internet are simply a case of  old wine in new bottles . Yet it is equally unwise to presume that any of the examples given so far in the chapter necessarily herald a fundamental shift in education. The Internet is certainly associated with educational changes—yet these changes are complex, contradictory, convoluted and decidedly  messy .

In this respect, perhaps the most significant issues that need to be considered about the Internet and education are sociological, rather than technical, in nature.

In this sense, the Internet prompts a range of ideological questions (rather than purely technical answers) about the nature of education in the near future. Thus, as this chapter draws to a close we should move away from the optimistic speculation that pervades most educational discussions of the Internet. Instead, there are a number of important but less often acknowledged social, cultural, and political implications that also merit attention:

1.The Internet and the increased individualization of education

First, then, is the way in which Internet-based education promotes an implicit individualization of practice and action. The Internet is celebrated by many educationalists as increasing the responsibility of individuals in terms of making choices with regards to education, as well as dealing with the consequences of their choice. All the forms of Internet education outlined in this chapter demand increased levels of self-dependence on the part of the individual, with educational success dependent primarily on the individual’s ability to self-direct their ongoing engagement with learning through various preferred means. Of course, this is usually assumed to work in favor of the individual and to the detriment of formal institutions. Yet the idea of the self-responsibilized, self-determining learner is based upon an unrealistic assumption that all individuals have a capacity to act in an agentic, empowered fashion throughout the course of their day-to-day lives. In Bauman’s (2001) terms, the successful online learner is someone able to act as an empowered individual  de facto  rather than an individual  de jure  (i.e., someone who simply has individualism  done to  them). Of course, only a privileged minority of people are able to act in a largely empowered fashion. As such this individualization of action leads to education becoming an area of increased risk as well as opportunity.

These issues raise a number of important questions. For instance, just how equal are individuals in being able to make the educational  choices  that the Internet actually offers? How are the apparent educational freedoms of the Internet resulting in enhanced  unfreedoms  (such as the intensification and extension of educational  work  into domestic settings)? To what extent are  personalized  forms of Internet education simply facilitating the  mass customization  of homogenous educational services and content? What is the nature of the collective forms of Internet-based education? How do  communities  of learners established through the Internet differ in terms of social diversity, obligation, or solidarity? Is the Internet undermining or even eroding notions of education as a public good?

2. The Internet and the growth of data-driven education

Another significant issue related to the increased educational significance of the Internet is the ways in which online data and information are now defining, as well as describing, social life. The Internet has certainly extended the significance of databases, data mining, analytics, and algorithms, with organizations and institutions functioning increasingly through the ongoing collection, aggregation, and (re)analysis of data. Crucially, the Internet allows this  data work  to take place on a mass, aggregated scale. We are now seen to be living in an era of  Big Data  where computerized systems are making available “massive quantities of information produced by and about people, things, and their interactions” (Boyd and Crawford 2012, 662).

The collection and analysis of online data is now a key aspect of how actions are structured and decisions are made in many areas of education. Now, for example, masses of online data are being generated, collected, and collated as a result of the Internet-based activities that take place within educational institutions—ranging from  in-house  monitoring of system conditions to the  public  collection of data at local, state, and federal levels. These data are used for a variety of purposes—including internal course administration, target setting, performance management, and student tracking. Similar processes and practices exist in terms of use of data  across  educational systems—from student databases to performance  league tables . There are, of course, many potential advantages to the heightened significance of online data. There has been much recent enthusiasm for the potential of  learning analytics —i.e., “the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs” (Siemens et al. 2011, 4). Similarly, there is growing discussion of  educational data mining  and  academic analytics . All of these uses of digital data are seen to lead to more efficient and transparent educational processes, as well as supporting individuals to self-monitor and  self-diagnose  their learning (Eynon 2013).

Yet, there is a clear need for caution amidst these potential advantages—not least how the increased prevalence of online data in education is implicated in the shaping of what people can and cannot do. For example, how are individuals and their learning being represented by data collected online? How does the Internet support the connection, aggregation, and use of these data in ways not before possible? To what extent are individuals’ educational engagements now being determined by  data profiles ? How are these online data being used in forms of  predictive surveillance  where educators and educational institutions use data relating to past performance and behavior to inform expectations of future behaviors? What aspects of educational engagement are  not  represented in the online data being collected and analyzed?

3. The Internet and the increased commercialization and privatization of education

Thirdly, is the need to recognize the role of commercial and private actors in the growth of Internet-based education. Indeed, the role of the private sector is integral to many of the forms of Internet-based education described in this chapter. For example, it is estimated that the global education/technology market is worth upwards of $7 trillion, with burgeoning levels of private capital investment in online education. A range of multinational commercial interests such as Pearson, Cengage, and McGraw-Hill are now involved heavily in the business of e-learning and online provision of teaching and training—competing with countless smaller commercial concerns and a range of nonprofit organizations. Clearly Internet-based education marks a distinct move away from a  planned economy  model where education provision is largely the preserve of state-run, public-sector institutions (see Picciano and Spring 2013).

Of course, the increased involvement of commercial interests in online education could be seen to have many potential benefits. The private sector is able to focus considerable technological resources and expertise on educational issues. It is often assumed that commercially provided education is more responsive to the demands of its  customers —be it the immediate preferences of learners or the longer-term workforce requirements of business and industry. Moreover, as Chubb and Moe (2012) reason, improvement can arise from market competition between private and public education providers: “in time, [for-profit institutions] may do amazing things with computerized instruction—imagine equivalents of Apple or Microsoft, with the right incentives to work in higher education—and they may give elite nonprofits some healthy competition in providing innovative, high-quality content.” Indeed, the appeal of many of the forms of Internet-based education described in this chapter is predicated upon bringing the innovation of the private sector to bear on the inefficiencies of public education. As Sebastian Thrun (the computer scientist credited with the popularization of the MOOC concept) argued recently: “Education is broken. Face it. It is so broken at so many ends, it requires a little bit of Silicon Valley magic” (Wolfson 2013).

Yet the possibilities for commercial innovation and  magic  notwithstanding, there are a number of reasons to challenge the growing influence of private interests in shaping education agendas in these ways. For example, how committed are IT producers and vendors to the public good of educational technology above and beyond matters of profit and market share? Given that education is an integral element in determining the life chances of the most vulnerable members of society, how appropriate is a Silicon Valley, venture-capitalist mindset of high-risk  start-ups  with expected high rates of failure? What are the moral and ethical implications of reshaping education along the lines of market forces and commercial values? Why should education correspond automatically with the needs of the digital economy?

4. The Internet and the changing values of education

Finally—and perhaps less tangibly—there is also a sense that the Internet might be altering the psychological, emotional, and spiritual bases of education. For example, many of the forms of online education discussed in this chapter imply an increased expansion of education into unfamiliar areas of society and social life—leading to an  always-on  state of potential educational engagement. Indeed, the  anytime, anyplace  nature of online education clearly involves the expansion of education and learning into domestic, work, and community settings where education and learning might previously have not been prominent. There are clear parallels here with what Basil Bernstein (2001) identified as the “total pedagogization of society”—i.e., a modern society that ensures that pedagogy is integrated into all possible spheres of life. This raises questions of what is perhaps lost when one is able to engage with education at all times of the day and in all contexts? Is there something to be said for being able to disconnect from the pressures of education? Is learning best suited to some contexts and circumstances than others?

Many of the forms of online education described in this chapter could also be said to frame learning (often inadvertently) as a competitive endeavor. Thus in contrast to allowing individuals to learn harmoniously alongside others, the Internet could be seen as placing individuals in “personal formative cycles, occupied in unison within individual feedback-action loops. They learn to become industrious self-improvers, accepting and implementing external goals” (Allen 2011, 378). Thus while a sense of achievement at the expense of others may not be immediately apparent, the Internet could be seen as a means of humanizing, disguising, and intensifying the competitive connotations of learning. Continuing this line of thinking, the partial, segmented, task-orientated, fragmented, and discontinuous nature of online education could perhaps even be seen as a form of  spiritual alienation —i.e., alienation at the level of meaning, where  conditions of good work  become detached from the  conditions of good character  (Sennett 2012).

All these points also relate to the correspondences between the Internet and the altered emotional aspects of educational engagement. In particular, many of the forms of Internet-based education described earlier in this chapter (such as the virtual school or the MOOC) could be said to involve learning being experienced on less immediate, less intimate, and perhaps more instrumental grounds. These points were explored in Jonathan Wolff’s (2013) recent reflections on what might be lost when a lecture takes place online as opposed to in a face-to-face lecture theater. While these diminishments are often difficult to pinpoint, Wolff suggested qualities such as the immediacy, the serendipity, and the  real-ness of the live experience  of learning alongside other people. Certainly, the remote, virtual sense of learning online is qualitatively different to the embodied sense of face-to-face learning—both in advantageous and disadvantageous ways.

Conclusions

Whether one agrees with any of these latter arguments or not, it is clear that the topic of “the Internet and education” needs to be approached in a circumspect manner. The predominantly optimistic rhetoric of transformation and change that currently surrounds the Internet and education distracts from a number of significant conflicts and tensions that need to be better acknowledged and addressed. This is not to say that we should adopt a wholly antagonistic  or  wholly pessimistic stance. Indeed, many of the  issues  just outlined should not be assumed automatically to be cause for concern. There are, after all, many people who will be advantaged by more individualized, elitist, competitive, market-driven, omnipresent, and de-emotionalized forms of educational engagement. The Internet clearly works for the millions of people who are learning online at this very moment.

Yet while it may well be that the Internet is helping  some  individuals to engage with education in more convenient, engaging, and useful ways, we would do well to acknowledge that this is unlikely to be the case for all. Any Internet-led changes in education are accompanied by a variety of unintended consequences,  second-order effects , and unforeseen implications. Perhaps the most important point to consider is the well-worn tendency of digital technology to reinforce existing patterns of educational engagement—helping already engaged individuals to participate further, but doing little to widen participation or reengage those who are previously disengaged. In particular, any discussion of the educational  potential  of the Internet needs to remain mindful of the limited usefulness of a  technical-fix  approach to understanding contemporary education. The Internet should not be seen as a ready  solution  to apparent inefficiencies of  twentieth-century  education institutions or practices—it will not lead automatically to more engaged or motivated learners, more highly skilled workforces, or rising levels of national intelligence and innovation. Instead, it is likely that many of the  problems  of contemporary education are primarily social and cultural in nature, and therefore require social and cultural responses.

As such, while there is plenty of scope for the increased use of the Internet within education, any claims for  change  and  improvement  should be seen as contentious and debatable matters, rather than inevitable trends that educators have no choice but to adapt to. To reiterate a key theme that has emerged throughout our discussion, underlying all of the issues raised in this chapter are questions of what sort of future education one believes in. As such, the role of the Internet in improving ,  transforming ,  or even disrupting  education is a deeply complex and ideologically loaded matter that goes well beyond technical issues of how to personalize the delivery of educational content, or support the production and consumption of online content. The future of education may well involve increased use of the Internet—but will not be determined by it.

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How the Internet Has Changed Everyday Life

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The internet has become an essential part of our lives, and it has brought about many benefits for people of all ages. In particular, students have greatly benefited from the advent of the internet. The internet has opened up a vast amount of information and resources that can aid students in their studies. In this essay, I will discuss the advantages of the internet for students.

First and foremost, the internet provides students with access to a wealth of information. Gone are the days when students had to rely solely on textbooks and the knowledge of their teachers. With the internet, students can now access millions of pages of information on any topic imaginable. This has greatly enhanced the learning experience, as students can now research topics in greater depth, and they have access to a wider range of resources.

Secondly, the internet has made education more accessible to students. Online courses and tutorials are now widely available, and students can take advantage of these resources from the comfort of their own homes. This has made education more affordable and convenient, as students no longer have to travel to attend classes.

Thirdly, the internet has enabled students to collaborate with their peers more easily. Online forums and chat rooms provide students with a platform to discuss topics and exchange ideas with others from all over the world. This has helped to broaden students’ perspectives and has enabled them to learn from each other.

Fourthly, the internet has made it easier for students to communicate with their teachers. Email and video conferencing have made it possible for students to ask questions and receive feedback from their teachers outside of class time. This has provided students with greater support and has helped to enhance their learning experience.

Finally, the internet has provided students with access to a vast range of multimedia resources. Videos, podcasts, and interactive simulations can aid students in their learning, and they can provide a more engaging and interactive experience than traditional textbooks.

In conclusion, the internet has greatly benefited students in many ways. It has provided them with access to a wealth of information, made education more accessible, enabled collaboration with peers, facilitated communication with teachers, and provided access to multimedia resources. As such, it is essential that students make use of the internet to enhance their learning experience.

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Home » Blog » How the Internet is Beneficial to Students

How the Internet is Beneficial to Students

The internet is regarded as one of humanity’s greatest gifts, and in the last 10 to 15 years, it has spread rapidly throughout the globe. Things like transfer of information and conversation between two or more people sitting far from each other have gotten a lot quicker. It is a place where concepts from all parts of the world are found easily. There are several benefits of the internet for students because it allows them to easily obtain the information they require. It has made a significant contribution to the education of students by improving their ability to study and gain knowledge, right from their homes. They use the internet for a variety of purposes, including online lectures, research, latest information, and more.

Below are the advantages of internet for students –

• 1 – Relevant information present on the internet

2 – Online education through internet

3 – developing communication and connectivity, 4 – career planning, 5 – getting up to date information, 6 – self study.

Students can easily search for the relevant information they require on the internet. Before the spread of the internet, students had to go through many books to find the information they needed, which was a time taking process. Things are now faster and easier because there are numerous websites that provide important information that can help students with their academic work and assignments. This also helps students remain up to date with the latest information.

Almost every student is now aware of the terms online education and distance learning, both of which have been the most significant benefits of the internet during the pandemic. They can learn a wide variety of things from the internet while at home, in a comfortable atmosphere. Students can easily access lectures or classes on various academic subjects to clear all of their doubts. Different institutions, such as colleges, universities, and schools, have started to offer online programmes and courses to anyone in any part of the world.

Having good communication and connectivity with others has proven to be beneficial. The internet has made it easy for students to connect with their classmates and teachers using different mediums from any part of the world. They can easily discuss study material and clear doubts with the teacher in order to fully understand any topic. This can also help students in coming up with new ideas and enhancing their knowledge.

Choosing the right path and developing a good career plan is critical for the future, and it can be difficult for students to do so without proper guidance. The internet has lots of resources for the students to seek proper career guidance and achieve future goals. To make a better career decision, they can consult with experts and attend career counseling sessions.

The internet has been the best source to get up to date information in the quickest possible way. Different websites and social media platforms play an important role in bringing the most recent news or information to people’s attention. Students can gather the latest information related to their academics that can help them in their studies. There are also media websites where students can share their thoughts and the most recent facts.

The internet has established itself as a vital tool for self-study. Google, bing and yahoo helps in  learning and discovering various sources to get the latest information. Students can carry out research on any topic to improve their knowledge and get necessary study materials, which can be crucial for their academics. Youtube and other platforms also provide free classes and courses for students.

The internet is one of the most powerful information tools present in the world today. There are numerous benefits to using the internet for students, and it has proven to be one of the best places to learn. It has changed the lives of students and made several things easier for them. Many students are now enrolled in online education , which is changing the face of academic education. Nowadays, most assignments are completed on computers with the use of the internet. The internet has many benefits, but it also has some drawbacks, so it is essential to teach students how to use it responsibly.

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How can the internet be used for educational purposes?

The internet can be used for educational purposes in many ways, including research, online courses, collaborative learning, virtual tours, language learning, test preparation, and time management and organization.

How does the internet make students' life easier?

The internet has revolutionized students’ lives in countless ways. From online classes to virtual study groups, the internet provides a wealth of resources that allow learners to manage their day-to-day responsibilities more efficiently. Students can now access course materials and communicate with facilitators from anywhere they have an internet connection, enabling them to complete assignments independently. Additionally, social media provides students with a platform to connect and collaborate with peers, allowing them to form study groups without ever leaving their homes.

What are the dos and don'ts of internet use for students?

Here are some dos and don’ts of internet use for students:

• Use the internet for educational purposes, including research, learning, and collaboration.
• Verify the accuracy and reliability of online information before using it for academic purposes.
• Use strong and unique passwords to protect your online accounts.
• Back up your important files and data regularly.
• Protect your privacy by being cautious with your personal information online.
• Keep your computer and software up to date with the latest security updates.

Don’ts:

• Plagiarize or copy others’ work without proper citation and attribution.
• Share personal information such as your full name, address, or phone number with strangers online.
• Engage in cyberbullying or other harmful online behavior.
• Download or share copyrighted material without permission.
• Spend too much time on social media or other non-educational online activities.
• Open emails or click on links from unknown or suspicious sources.

Following these dos and don’ts can help students use the internet safely, productively, and responsibly.

What are the uses of the internet in education?

The internet is a handy tool for education and can be used to facilitate learning in a variety of ways. For instance, students can access online resources to supplement their in-class learning. This could include using web tools to research topics, do practical tasks or submit assignments. It has significantly contributed to students’ education by improving their ability to study and gain knowledge right from their homes.

What are the benefits of the internet for students?

The internet provides students with easy access to a vast amount of information and resources, which can enhance their learning experience . It also allows students to communicate and collaborate with their peers and teachers from anywhere in the world, and access online learning platforms that offer flexible and personalized learning opportunities. Additionally, the internet can help students develop digital literacy skills that are crucial in today’s interconnected world.

What are the side effects of the internet on students?

The internet can have side effects on students, such as addiction, distractions, misinformation, cyberbullying, health issues, and online privacy and security risks. It is important for students to be aware of these risks and take steps to mitigate them.

What are the impacts of the internet on students?

The internet has opened up so many possibilities for students. It has allowed them to access information in ways never before possible – from educational materials to new entertainment options. It has also enabled them to interact with other students and teachers in entirely new ways, allowing them to collaborate on projects, share resources, and ask for help. The internet has also made it easier for students to stay connected with the outside world – from staying in touch with friends and family to participating in activities or events that would otherwise be out of reach.

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Impact of Internet on Students’ Life

The internet’s effects on students lives: essay introduction, positive impact of internet on students’ life, negative impact of internet on students’ life, the internet’s effects on students lives: essay conclusion.

Technology, particularly the Internet, has changed the lives of students who have access in various ways. The effects of technology ripple out and reach even those students who may not have direct access to Internet but whose professors have the privilege of accessing and utilizing it.

Students with direct access to the Internet have wider access to information and knowledge, which is essential for their career development. Such instantaneous access to the Internet aids research and facilitates faster knowledge acquisition, development, and even sharing. Such a privilege puts students ahead of those who do not have access to the Internet whether directly or indirectly.

Technology has condensed the world into a tiny village, or like it has been put elsewhere, the world has become a global village. While there could be enormous geographical distance and difference between a student in Australia and the one in North America, information-wise, the two students are more or less at the same location. Thanks to technology.

So technology has worked to bridge the gap (geographical) between students provided they have equal access and availability of the requisite technological needs. Students on the extreme opposite end of the earth can share and exchange ideas and opinions instantly via online chatting.

The ability to reach a worldwide sample population through technology (Internet), and access to diverse materials on the Internet makes the whole idea of research easier and more fascinating than before. Students carrying out research find it less tedious; for instance, they can conduct an online survey through online questionnaires.

Due to the influence of technology, students have abandoned their careers and opted for a fast-growing and vibrant career in information technology. The popularity it is gaining has compelled and persuaded many students to change their career aspirations and therefore changing their lives.

At the moment, the world is on a mass exodus toward technology, and students can not afford the luxury of sitting back and watch a “neo- evolution” that they are not part of. The world is moving fast, and they have to keep pace. They have to be “there” if they want to remain relevant anymore.

Online jobs, for instance, data entry jobs, have provided students with the option of working from their rooms while they study so as to earn some money to support themselves. All a student needs is a computer connected to the Internet and his head!

Technology (Internet) has made it possible for students to shop online without having to travel to the actual stores. They can shop from whichever corner of the world. Again students are able to order for educational materials online instantly, a process that would be more tedious without technology.

Learning has been rendered a flexible undertaking. Professor of English, Andrea Lunsford, said: “the Wallberg hall classrooms allow us to carry out multiple modes of collaborations in class and allow students to continue those collaborations at other sites including their dorm room.”

Technology enables students to adjust the learning environment to suit their needs in the Wallberg Hall of Stanford University. Isn’t this fascinating? This evidences the new face technology is giving to learning as a process.

Students are also relieved of the burden of having to carry a whole bulk of learning materials, inter alia, books, and articles. These materials can be stored in small devices, for instance, a flash disk from where the students can retrieve the information at whatever time they wish. Maybe the era of students carrying a heavy bag on their back to school is slowly fading away.

The idea of not having the relevant manpower is not much of a worry in learning institutions today. Technology makes it possible for students in America to attend a lecture in Australia! They do not participate as passive but rather as active participants.

I am sure to our great ancestors this could be an all-time impossibility. Put simply, Unimaginable! But today? Not a surprise anymore. Through E-Learning, one can earn their degree online while on a job or at home. Technology has provided students with more options for how to do things.

The possibilities of technology are inexhaustible. Maybe this is the same thought that prompted Isaac Asimov to write about a fictional computer called Multivac, which could not answer the question of how the amount of entropy could be massively reduced.

Though Multivac finally gets the answer, sadly, there is no one to hear it. Maybe this is to say that while today some problems may seem insoluble, with time technology will provide answers to them. Asimov catapults us into a future with technological solutions to the toughest human concerns.

Well, all we have considered may be seen as the positive effects of technology. The field is not without negative effects. Technology has worked to change students’ lives negatively. Firstly, it has made some students lazier. Some students, instead of doing research, just download information from the Internet and plagiarize it.

This is retrogressive and does not do the students any good. Again most students are made lazier by the fact that they can mail their assignments to an outsourcing firm and have their work done and returned to them within the stipulated time. This has commercialized education and makes education to lose its succinct meaning.

Technology has a role in students’ moral degradation. Access to such junks as pornography and serious crime movies and literature has eroded student’s morals. They no longer see these things as vices but as part of the day-to-day life. To them, there is nothing wrong with reading and watching such materials.

Unfortunately, they don’t just stop here; they go the extra mile and actually do them. The result is evils are escalating. Maybe this is what Asimov meant by entropy! The question of what will happen when the disorder finally hits the height puzzles many people: the disorder of moral degradation and over-reliance on computers. Man is insidiously losing his identity because of technology.

A major reason for technology’s success is the convenience attached to it. It is more instant, gives wider access to information, and reduces demand for paper and bulk in general. Again the computer is faster and more accurate than human beings.

If there is a means that can help me do the same job at a faster rate and more accurately with actually less effort, why not opt for it? Anyone would be tempted to have a firm grip on such a way of doing things. I would concur with anyone who argues that this is the rationale behind the success of the technology.

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Home — Essay Samples — Information Science and Technology — Internet — The Advantages of the Internet

The Advantages of The Internet

• Categories: Internet

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Words: 804 |

Published: Jan 30, 2024

Words: 804 | Pages: 2 | 5 min read

Table of contents

Introduction, personal benefits, educational benefits, societal benefits, counterargument and refutation.

• Access to information: The internet offers a wide range of resources that provide individuals with access to a wealth of information. Research materials, academic papers, journals, and educational videos are readily available and can be accessed without leaving the comfort of one's home.
• Communication opportunities: Instant messaging and video calls have allowed individuals to connect with friends, family, and loved ones worldwide. Social media platforms have also provided new and exciting ways for people to communicate and share with one another.
• Entertainment and leisure options: Streaming services offer a plethora of movies and TV shows at one's convenience. Online gaming has allowed individuals to play and connect with gamers from all around the world, providing an avenue for socialization and entertainment.
• E-Learning and online education: The internet has made education available to anyone with a computer and access to the internet. E-learning has provided an avenue for individuals to gain knowledge and skills, irrespective of geographical barriers.
• Promotes collaborative learning: With online forums and discussion boards, learners can collaborate with others to discuss and share ideas. Virtual classrooms have facilitated group activities and project discussions, providing an avenue for interaction and knowledge sharing.
• Provides equal educational opportunities: The internet has created opportunities for those living in underprivileged areas to access quality education. It has also provided accessibility for disabled individuals who would otherwise be limited in their access to education.
• Economic growth and job opportunities: The internet has created numerous business and job opportunities for individuals, especially in the online space and freelancing. The global market reach has been particularly helpful in expanding businesses beyond geographical barriers.
• Enhanced communication and networking: The internet has facilitated international collaborations and provided an avenue for individuals and organizations to connect. Social media platforms have allowed individuals to create and maintain relationships with others, irrespective of geographical locations.
• Democratization of information: The internet has provided an avenue for citizen journalism and online activism, promoting awareness and participation in societal issues.
• Privacy concerns and cybercrime: The internet has made individuals' personal information vulnerable to hacking, which could lead to identity theft and other cybercrimes.
• Misinformation and fake news: The internet has made it easy for individuals to create and spread misinformation, which could have dire consequences on individuals and society.

References:

• Anderson, C. (2018). Advantages and Disadvantages of the Internet. Toopics. Retrieved from https://toopics.com/advantages-and-disadvantages-of-internet/.
• Greenhow, C., Robelia, B., & Hughes, J. E. (2009). Learning, teaching, and scholarship in a digital age : Web 2.0 and classroom research: What path should we take now?. Educational researcher, 38(4), 246-259.
• Walter, S. G., & Su, F. (2011). E-learning 2.0: Social networking and collaboration in learning and teaching. Journal of educational technology development and exchange, 4(1), 1-14.
• Yang, D., & Chen, C. C. (2018). Play, knowledge, and learning: Gaming cultures and the learning society. Peter Lang.
• Taiwo, A. A., & Downe, A. G. (2013). E-learning in Nigeria: bridging the knowledge divide. Journal of education and practice, 4(8), 94-101.
• Hong, Y. Y., & Chan, K. F. (2019). The role of Internet technology in shaping and facilitating international business growth. Journal of International Business Research and Marketing, 4(4), 60-70.
• Moorthy, K., Kong, H. J., & Thatcher, M. (2017). Globalization, networked society , and cultural software: The emergence of a new social order. Routledge.
• Smith, M. A. (2014). Politics, Democracy and the New Media. Routledge.
• Boyd, D. (2019). Media literacy in the digital age. Routledge.

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University students' usage of the internet resources for research and learning: forms of access and perceptions of utility

Oberiri destiny apuke.

a Department of Communication Studies, European University of Lefke, Lefke, Northern Cyprus, Via Mersin 10, Turkey

b Department of Mass Communication, Taraba State University, PMB 1167, Jalingo, Nigeria

Timothy Onosahwo Iyendo

c Department of Architecture, European University of Lefke, Lefke, Northern Cyprus, Via Mersin 10, Turkey

Most prior studies into the utilization of internet technology for learning purposes in contemporary educational settings in developing countries has largely dealt with its impact on academic performance, communication and general educational purposes. This paper investigates the place of the internet in academic research and learning of students, through both quantitative and qualitative research approaches, using 250 undergraduate students in three selected universities within North-Eastern Nigeria. To gain an in-depth understanding of the perception of the students' views, a focus group was conducted with 18 students. The students perceived that the lack of digital readiness among their staff and institution, the absence of electronic library for easy accessibility to journals from the scientific database, and inefficient cybercafé and internet facility within their university settings were the main issues discouraging the utilization of the internet within their institutions. Yet, they still strive to find ways through self-organization, resilience and resourcefulness to make use of the internet to facilitate their studies. Most of them stated that they depended on their smartphone/handsets to access the internet through subscription from other internet providers and have become overly reliant on Google, Yahoo, and open access e-Journals. Nevertheless, the students believed that the use of internet enabled them to perform research ahead of time, tackle multiple homework, widens the scope of reading and learning, promotes self-learning, encourages and enhances peer learning as well as ameliorates student's examination preparation.

1. Introduction

The internet has been defined as the communication superhighway that links, hooks, and transforms the entire world into a global village where a different individual can easily get in touch, see, or speak to one another, as well as exchange information instantaneously from one point of the globe to another ( Shitta, 2002 ). This technology has reshaped the tertiary educational practice in terms of improving academic learning ( Apuke and Iyendo, 2017 ; Manasijević et al., 2016 ; Iyendo and Halil, 2015 ) and will be more feasible in the future. Hussain (2012) reported that the internet and its usage in higher education have improved educational development and research and has encouraged virtual interactions for sharing research findings.

The rationale for internet utilization for academic and research purposes stems from the benefits derived, such as free access to online journals, magazines and other information resources. It has been theorized (i.e. Technology acceptance model) that the perceived usefulness or perceived utility is the major rationale for the acceptance of technological devices such as the internet. The perceived usefulness (PU) is described as the extent to which a person perceived that utilizing a particular technological device will improve a given job performance. Whilst perceived ease of use (PEOU) is the extent a person feels that utilizing a particular technological device would require less effort, or how well a technological device can fasten a work without necessarily putting much effort ( Tezer and Soykan, 2017 ; Davis, 1989 ). In this regard, Sahin et al. (2010) pointed out that the use of internet in the educational setting has enabled easy access to many resources and information sharing. This conforms with Audu's (2006) claim that the internet is beneficial in several ways in the academic settings in terms of providing access to global sources of information and permitting researchers to discuss and share experiences. Bashir et al. (2008) noted that educators who advocated for technology integration into the learning process had the impression that it will improve learning and prepare students to effectively participate in the twenty-first-century workplace. It has been observed that new digital technologies have been widely used in higher education institutions ( Dogruer et al., 2011 ), and this efficiently helps students to carry out substantial research work ( Devi and Roy, 2012 ). Despite these possible benefits of the internet for learning, instructing, and research, there is the limited provision of efficient internet services in most tertiary institutions ( Ureigho et al., 2006 ) in developing countries. Muniandy (2010) comment that the adoption of the internet would be meaningless in the educational settings without appropriate internet facilities.

Like in any other higher institution of learning around the globe, Nigerian university undergraduate students are often required to conduct diverse research work as they progress through their final year. The qualities of a student's research and learning are largely dependent on the quality, quantity and current internet resources referred to ( Ilo and Ifijeh, 2010 ; Mbofong, 2003 ). This has attracted research debate on the use of internet in contemporary educational contexts in developing countries such as Nigeria. However, most of these studies predominantly highlight its impact on academic performance (grades), communication, and general educational purposes ( Ifinedo, 2017 ; Cerretani et al., 2016 ; Rashid and Han, 2016 ; Nwagwu et al., 2009 ; Adegboji and Toyo, 2006 ; Oduwole, 2004 ). This indicates that detailed studies that try to interpret student perspective on internet access and usefulness for research and academic learning are still in their embryonic phase ( Emeka and Nyeche, 2016 ; Fasae and Adegbilero-Iwari, 2015 ; Adekunmisi et al., 2013 ; Nwezeh, 2010 ). It is worthwhile to mention that most of these documented researches based merely on students within Southern, Eastern and Western region ( Afolabi, 2015 ; Otunla, 2013 ; Agboola, 2010 ; Ani, 2010 ; Nwagwu et al., 2009 ; Omotayo, 2006 ; Adogbeji and Akporhonor, 2005 ). This strong focus has led to a limited research conducted among students' in the North-Eastern part which is amid slower technological change ( Ahmed and Bukar, 2016 ; Emeka and Nyeche, 2016 ). Though, there is evidence to show that a limited proportion of the population has access to the Internet at home, yet, little is known if students in this region incorporate this technology into their research and learning ( Navaretti and Tarr, 2017 ; Hartnett and Russell, 2002 ). Poushter (2016) observed that technological development in universities within this region is not much advanced and very little research in the implementation of information and communication technology (ICT) has been undertaken as compared to research in universities in other regions of Nigeria.

This backdrop provides a scope for an in-depth research into the students' experience and perspective on the access and utility of electronic sources for academic research and learning. Thus, it is pertinent to research into how these students find ways to make use of the internet to facilitate their academic research and learning. This also calls for exploring the challenges facing the students in this region as it relates to internet usage for academic research and learning. It is believed that the outcomes of this current study will contribute to enhancing the empirical research results that are beneficial for informing teaching and learning practice in higher education. This will also provide an understanding of the application and appreciation of internet resources by students residing in this overlooked region.

2. Related works

In recent decades, research evidence has shown that the advances in information technology and the development of computers have affected student approaches to research and learning in the contemporary higher educational settings. Studies have shown that technology is one of the key modifiers of human behaviour ( Gan and Li, 2018 ; Greitemeyer and Osswald, 2011 ), and this has now become a norm for social interactions ( McLeod, 2008 ). In this view, computer and internet technologies have been indicated to influence human behaviour ( Roudbaraki and Esfidvajani, 2011 ; Weimann, 2006 ), and this, in turn, has positively affected students' research and academic learning.

Several studies have supported that the internet utilization is most prevalent among younger, educated individuals ( Poushter et al., 2015 ; Hoffman et al., 2000 ). For example, Ivwighreghweta and Igere (2014) investigated the impact of the internet on academic performance in selected tertiary institutions in Nigeria and found that most of the students were computer literate and merely access relevant academic materials through the Cyber Café. Most of the students disclosed that the internet usage improves their examination preparation. E-journals and e-books were among the resources often used. However, power outage, slow internet speed, lack of computer terminals, too many hits or information overload and insufficient computer were some of the problems impeding effective internet access or usage.

Studies have found that internet mobile learning among college/university students has brought about a profound and diverse pool of knowledge. For example, Ahmed and Bukar (2016) found that the majority of Adamawa state university students in Nigeria who utilize the internet for educational and entertainment purposes depended on their mobile devices for internet access. Fasae and Adegbilero-Iwari (2015) discovered that science students in Nigerian private universities who regularly access the internet facilities on their smartphones (such as e-mails, social media and search engines), utilize it for educational and communication purposes. However, poor internet connectivity and the high cost of data subscription were identified to be the major challenges confronting the students. According to Agboola (2010) , there is a high level of mobile device dependency for internet access among agricultural science students in Nigeria. In the same survey, it was found that most of the students who utilize the internet for educational and entertainment purposes prefer to use textbooks among print materials and the essential electronic agricultural library (TEEAL) among the electronic resources. Otunla (2013) reported that a considerable number of undergraduate students in Nigeria accessed and use the internet through their mobile telephones and laptops using a modem as a router, whereas a few accessed the internet through the University digital centre and none accessed through the University Library. It was likewise shown that the internet made data retrieval easier, resulting in a positive impact on the student's educational development.

A more recent study that examined the use of smartphones among college students in Nigeria showed that 38.2 percent spent between 1 and 5 hours per day on their phones, 98 percent used their phones to communicate with family members and friends, about 75 percent used their smartphones for social networking, and only 24 percent use their smartphones for academic activities ( Nwachukwu and Onyenankeya, 2017 ). This result suggests that some students do not use mobile devices to facilitate their studies. Another study conducted among Nigerian students, identified the positive effects of mobile use for education to include easy access to information, instructional usage and personal convenience ( Mojaye, 2015 ). Shonola et al. (2016) study on two Universities in South-West Nigeria found that the students use their portable devices to exchange education-related messages and academic files with classmates, search the internet and library databases for academic materials, practice online quizzes or tests and hold discussions with classmates among others. Consistent with this result, undergraduate students at Igbinedion University, Nigeria reported that they primarily use mobile phones to search for academic materials and to consult scholarly articles for assignments. They also outlined that using the internet on their mobile phones enables them to search and access academic information instantly ( Mamudu and Oyewo, 2015 ).

The usage of mobile phones among students has not only been experienced in the Nigerian context but also in western countries, where studies on mobile learning have been well documented. For example, a survey found that medical students in the University of Coimbra had a positive attitude towards the utilization of mobile learning and applications. Although, the authors demonstrated that students were willing to promote its utilization for learning, yet, they had an average willingness to adopt it due to social influence and behavioural intention, such as perception towards ease of use and the reliableness of this technology for learning ( Briz-Ponce et al., 2017 ). A meta-analysis that summarizes the effects of mobile technology on students' attitudes, engagement, and achievement found that learning content quality, content design quality, interactivity, functionality, user-interface design, accessibility, personalization, responsiveness, including promoting of the collaborative learning environment to be the primary antecedents of internet mobile learning acceptance among students ( Fabian et al., 2018 ). An earlier study conducted by Gikas and Grant (2013) on students from three universities across the US, established that Mobile computing devices and the use of social media provided opportunities for interaction, and collaboration, as well as allowed them to engage in content creation and communication. This result is consistent with a survey conducted among medical students at Johns Hopkins University, which revealed that mobile technology usage improved how they learn new material and preference for classes that incorporate information technology. This means that the perceived usefulness and simplicity of usage of mobile technology and the internet could enhance students' behavioural intention to use mobile application for learning which in turn improves learning and inquiry.

Reflecting these results in the Nigerian context, a more recent investigation on mobile learning disclosed that students' initial acceptance of internet mobile learning is due to gratifying factors, such as perceived self-efficacy, outcome anticipations and perceived support for enhancing social ties ( Ifinedo, 2017 ). Similarly, Bashir et al. (2008) revealed that most students use the internet for course-related reading and research needs, due to its user-friendliness and time-saving. They also found Google and Yahoo to be the primary search engine used by the students. Adekunmisi et al. (2013) discovered that most of the students at Olabisi Onabanjo University, Nigeria use internet facilities, such as e-mails, web pages and search engines for chatting and academic activities. Omotayo (2006) reported that most of the students of Obafemi Awolowo University in Nigeria access the internet through cyber cafes, however, both male and female students used the internet differently. Although the rate at which the internet was utilized in both groups were alike. The male participants were more addicted to internet usage when compared with the female, although both genders lacked formal training on internet usage, as such they learn from friends. Nwagwu et al. (2009) affirm that most of the students of the University of Ibadan, Nigeria, utilize the internet for educational purposes, however, it varied with age, level of study and faculty. It was observed that those in the higher classes utilize the internet more often and have lesser time for leisure and entertainment. The students believed that the information derived from the internet is useful and trustworthy. This is consistent with Alshahrani et al. (2017) study, which concluded that the use of the internet has a profound impact on students' academic self-confidence, self-reliance and student lecturer connectedness.

There is research evidence to show that internet utilization has a profound impact on research and learning activities ( Fasae and Adegbilero-Iwari, 2015 ; Adekunmisi et al., 2013 ; Nwezeh, 2010 ). Nwezeh's (2010) indicated that most of the academic staff and students in Obafemi Awolowo University in Nigeria, found the use of email and Web worthwhile for research and information retrieval. A similar empirical evidence proposed that the use of e-mail for academic-related activities should be encouraged among students in order to harness its full potential in improving academic performance ( Nketiah-Amponsah et al., 2017 ). Afolabi (2015) remark that, although online learning tools are available at Adekunle Ajasin University in Nigeria, its usage has not been fully integrated into their curriculum. Yet, students and lecturers are willing to utilize it whenever it is implemented. In this regard, a prior study has proven that the internet enables Delta state university students in Abraka, Nigeria to access relevant and up to date materials for their research work without travelling to other places to source for research materials ( Adogbeji and Akporhonor, 2005 ). Bankole (2013) remarked that students at Olabisi Onabanjo University, Ago Iwoye, Nigeria, access the internet from homes and commercial cybercafé. The survey also discovered that the daily usage of the internet facilities such as Google, Yahoo, and Google Scholar search engines were often employed for communication purposes, research and updating of knowledge and this improved their academic activities. Yet, slow internet connection and inadequate institutional internet facilities were highlighted as the constraint to proper access and usage of the internet. Additionally, Oduwole (2004) argues that the internet has a great impact on the research outcomes of students in Nigerian Universities of Agriculture, as this enables them to have fast communication with their schoolmates, as well as offer a platform for accessing and publishing papers online. Other evident studies conducted among Delta State University, Abraka, students in Nigeria reported that the internet contributed significantly to the easiness of research through downloading materials ( Adegboji and Toyo, 2006 ), as well as enhanced the cognitive operation of data dissemination ( Kamba, 2008 ). In contrast, Ureigho et al.'s (2006) study on the impact of the internet on learning, teaching and research in higher institutions found that students and staff use the internet primarily for online chatting and e-mailing, rather than accessing research materials. Emeka and Nyeche (2016) reported that the employment of the internet by the students of the University of Abuja, Nigeria enhanced the skill and capacity of students. Though, lack of computer skills, slow internet server and the problem of paying for online were found to be some of the problems encountered in the use of the internet.

Indeed, studies conducted in many regions of Nigeria, particularly in the western and southern states, have established that students extensively use the internet for their research work ( Ani, 2010 ), and this has progressively improved students' academic performance in this region ( Ogedebe, 2012 ). However, there has been very limited research conducted among students in the Northeastern part of Nigeria. It is worthwhile to note that, in this region, technological development in Universities is not much advanced and very little research has been carried out to show the implementation of ICT as compared to Universities in other parts of Nigeria. Thus, there is a need for a study to investigate how students in this region find ways to make use of the internet to facilitate their studies. This paper, therefore, explores the students' access and their beliefs about the academic benefit of utilizing the internet and digital resources for educational research and learning. To achieve this intention, this study considers four (4) fundamental objectives:

• ➢ To determine internet resources accessibility pattern among undergraduate students.
• ➢ To demonstrate the students perceived benefits from the use of internet resources for academic research and learning.
• ➢ To understand the search engines frequently used by the students for educational inquiry.
• ➢ To realize the challenges confronting the students regarding the use of the internet for educational research and learning.

3.1. Research design

In an attempt to answer the research questions raised in this study, a mixed method approach was used. A quantitative survey that consists of the use of questionnaires ( Creswell and Creswell, 2017 ; Babbie, 2012 ), were administered among 300 students to ascertain the place of the internet on their academic research and learning. Furthermore, to understand the students' perspective towards the influence of accessing and utilizing electronic resources for academic learning and research productivity more deeply, a focus group was conducted with 18 students. These dual methods were applied in this study because evidence has shown that they generate more data, explicate the issues raised, as well as provide an understanding of the underlying reasons and opinions from a small or large group in a study ( Adogbeji and Akporhonor, 2005 ; Ndagi, 1999 ). Studies have similarly revealed that focus groups are widely used in academic research to examine attitudes, feelings, and experiences ( Hamid et al., 2015 ), which permit students who participate to react and to build upon the responses of other members or to ‘think synergically in a group setting’ ( Klein et al., 2007 ). In line with this, to support the survey in this investigation, a focus group is considered the most appropriate method.

3.2. Study area and sampling/selection procedure

3.2.1. selection procedure for the quantitative survey participants.

A total of 11 public universities exist in North – Eastern Nigeria. This includes Abubakar Tafawa Balewa University, Bauchi; Adamawa State University, Mubi; Bauchi State University, Gadau; Borno State University, Maiduguri; Federal University Gashua, Yobe State; Federal University Kashere, Gombe; Federal University, Wukari, Taraba State; Gombe State University, Gombe; Modibbo Adama University of Technology, Yola; Taraba State University, Janlingo; University of Maiduguri, Borno State; Yobe State University, Damaturu. Therefore, to select the institutions used in this study, the researchers applied a simple random sampling in a form of balloting technique. The institution was selected through pick without replacement to include Taraba State University, Jalingo; Adamawa State University, Mubi and the University of Maiduguri, Borno State. This study focusses on the North Eastern geopolitical zone of Nigeria because, until today, there are but limited studies carried out in this region which is still witnessing slower technological change. Though a moderate proportion of the population has access to the Internet at home, little is known if students incorporate this technology into their research and learning in their respective educational settings. Consequently, it is essential to explore this aspect to better understand the student's perspective as it regards to the internet access and utility for academic research and learning, as well as to reveal the challenges faced by students in this region.

Only the final year students of the Faculty of Arts and Social Sciences/Humanities where the targeted participants from the three universities, which comprised of around 1500 students (retrieved from the Registrar's office of the three Universities). This choice was because these faculties host the largest number of students in the selected universities. It was not easy to study the entire population due to time and financial constraint, so a part of the population was selected to represent the entire population. To obtain the study sampled size, a sample size calculator (calculator.net), with 95% confidence level, 5% confidence interval, and 50% population proportion was used and this entry generated a total number of (n = 306) participants. Thus, (n = 102) respondents were selected each from the three institutions under investigation. These participants fell within the Faculty of Arts and Social Sciences/Humanities, consisting of ‘Languages and Linguistics’; ‘Geography’; ‘Political Sciences’; ‘Sociology’; ‘Mass Communication’; ‘Public Administration’; ‘Philosophy’; ‘Theatre art, and History. The first to third-year students were excluded from this study because it is believed that students carry out their research projects in their final year. As such, only the final year students participated in this survey, because they have had a series of assignments such as classwork/homework as well as other research work from their first year to their final year and possess a fuller understanding of the rudiment and the challenges involved in the use of the internet for academic research. Hence, the investigators believed that the final year students will give a better response to the questions raised by this study.

3.2.1.1. Brief overview of the selected institutions' in North East Nigeria

• ➢ Taraba State University (TSU) : The Taraba State Government established Taraba State University, Jalingo in 2008, to widen access to University education for Taraba State indigenes and promote economic development in the country. Right from inception, the University set out for itself a goal that is captured in its motto – Harnessing Natures gift. The University is guided, by the national and international manpower needs usually accredited by the National Universities Commission, Abuja (Retrieved from TSU website at https://www.tsuniversity.edu.ng/brief-history/ ).
• ➢ Adamawa State University (ADSU) : Adamawa State University, Mubi was established in January 2002 by the Adamawa State University Law No. 10 of 2001. The University is located in Mubi town, in the Northern Senatorial District of Adamawa State, Nigeria. The University is the first State Government owned University in the North East sub-region of Nigeria. Since establishment, the University has graduated a total of four sets of students, 67 in 2005/2006 session, 200 in 2006/2007 session, 309 in 2007/2008 session and 353 in 2008/2009 session totalling 929 graduates. At present, the University has 4600 undergraduate students and 384 pursuing Postgraduate Diplomas and higher degrees. The total number of academic staff of the University is 229 supported by 52 visiting and 7 part-time lecturers. These are complemented by 166 senior non-academic staff and 281 junior staff of different cadres (Retrieved from ADSU website at https://www.adsu.edu.ng/about-us/ ).
• ➢ The University of Maiduguri (UNIMAID): The University of Maiduguri (UNIMAID) is located in Maiduguri, the capital city of Borno State in northeast Nigeria. The university was created by the federal government in 1975, with the intention of it becoming one of the country's principal higher-education institutions. It enrols about 25,000 students in its combined programs, which include a college of medicine and faculties of agriculture, arts, dentistry, education, engineering, law, management science, pharmacy, science, social science, and veterinary medicine. With the encouragement of the federal government, the university has recently been increasing its research efforts, particularly in the fields of agriculture and conflict resolution, and expanding the university press. The university is the major higher institution of learning in the north-eastern part of the country (Retrieved from UNIMAID website at http://www.unimaid.edu.ng/about.html ).

As at the time this investigation was conducted, the researchers observed that there was a lack of adequate internet facilities in the sampled universities, suggesting that the Cybercafé available was not functioning effectively, the information communication centre was debilitated, and there was no provision of Wi-Fi. As a result, the student device other means to access and utilize the internet for their studies.

3.2.2. Selection procedure for the focus group participants

For the focus group participants, the authors purposively selected a total number of 18 class representatives, six each from the Faculty of Arts and Social Sciences/Humanities in the three selected universities (See Table 1 ). This choice was based merely on their long time of service (first to final year) and have arrived at a fuller understanding of the influence of accessing and utilizing electronic resources for academic inquiry. However, there are factors that downsized the number of selected participants such as unwillingness to sign the consent form which prompted the researchers to use the available participants.

The focus group participants profile.

3.3. Procedure for data collection

3.3.1. procedure for the quantitative (questionnaire) survey data collection.

Three hundred and six (306) copies of structured questionnaires were randomly administered to the students in their lecture theatres with the authorization and assistance of their lecturers. Two research assistants were also employed to facilitate this process.

The survey questions used in this study was developed by the authors. However, items were adopted from previous relevant studies ( Ahmed and Bukar, 2016 ; Apuke, 2016 ; Ani, 2010 ; Afolabi, 2015 ; Bankole, 2013 ; Dogruer et al., 2011 ) and modified to suit into this present investigation. This was done to ensure content validity ( Chang and Tung, 2008 ). Additionally, the questions were further reviewed by six experts, which include two each in the field of communication, educational technology, and computer sciences respectively. After thorough scrutiny of the questions in the questionnaire, the experts expunged irrelevant questions and further suggested questions that aid in answering the objectives raised in this investigation.

The data were collected within a period of 8 weeks during the 2017/2018 academic session. One hundred and two (102) copies of the questionnaire each were distributed respectively to the three selected universities under investigation. Of the 306 distributed questionnaires, 250 (UNIMAID = 84; ADSU = 83; TSU = 83) were duly filled and returned, given a response rate of 81.7%. The questionnaire covered five sections, including demographic characteristics of respondents; the internet resource accessibility pattern among the students; the students perceived benefits from the use of internet resources for academic research and learning; the search engines frequently used by the students for educational inquiry and the challenges confronting the students regarding the use of the internet for educational research and learning. Additionally, the questionnaire comprised of both closed and open-ended questions, which was applied to understand the respondents' opinions/views.

3.3.2. Procedure for the qualitative (focus group) data collection

Three (3) focus group discussions with six members in each group were held at the students' universities without the presence of the lecturers. This was carried out to study in in-depth the student's attitudes and experiences. After the researchers got consent from the three universities under investigation, each student in the focus group completed a consent form giving them permission to participate in this study. The individual focus group discussion lasted for about 60–90 minutes to complete. The discussion was audio-recorded and transcribed manually. During these sessions, the second author took notes to have better and accurate results. The participants were assured of confidentiality and that only pseudonym, that is, a code would be used to represent individual students. For example, the code TSU 1 represent Student No. 1 from Taraba state university focus group, ADSU 4 represent Student No. 4 from Adamawa state University focus group and UNIMAID 6 represent Student No. 6 from the University of the Maiduguri focus group session. Table 1 demonstrates further on how each group is composed and referred to in the analysis. In this regard, the focus group examined students' perspectives and experiences on the perceived effect of accessing and utilizing electronic resources for academic research and learning.

3.4. Ethical consideration and approval

Ethical approval is needed for any research that involves human participants to ensure that the dignity, rights, safety and well-being of all participants are the primary consideration of the research project. In order to adhere to the sampled institution's policies on research involving human subjects, an application for ethics approval was submitted to the research ethics committee termed as the “research and promotion unit” through the Dean (s) of student affairs. The application consists of informing concerning to the aims of the study, length of the surveys, the information that would be gauged through the questionnaire survey, and how the data would be collected, stored, and accessed. Furthermore, the committee (s) were informed that the participants are assured of their confidentiality and that personal information such as names would not be used in the final analysis of the research. As soon as the committee reviewed the application which took about 2 weeks, the senior research ethics administrator (s) granted permission for the study to be undertaken.

4.1. Data analysis

The data generated from the survey (i.e. administered questionnaire) were analysed using the 2016 Microsoft Excel statistical software using frequency counts and simple percentages presented in tables and graphs. In this study, the focus group responses were thematically analysed. This comprised of organizing and categorizing responses into patterns to generate various themes ( Braun and Clarke, 2006 ). Consistent with Krueger and Casey (2002) notion, the focus group interviews were transcribed and the additional non-verbal behaviours identified during the discussion session were noted. This includes head nods, smiles, frowns, or signs of boredom and was aligned with the transcription where appropriate. Additionally, other notes such as student statements were written down to aid in drawing connections between the interviews and the research question. Rather than looking for differences, the analysis focused on identifying common and collective responses which were then categorized and discussed thematically as it regards to students' perception and experience of using the internet for academic uses.

4.2. Socio-demographic characteristics of the respondents'

Table 2 presents the combined data on gender distribution of respondents in the respective institutions. Overall, they were more male (56%), than female (43.6%) participants. This could be due to the fact that in the Northeastern region of Nigeria, the male gender is given more priority to enroll into tertiary intuition than female gender. Specifically, UNIMAID had more male (59.5%) participants when compared with ADSU (57.8%) and TSU (51.8%), while TSU (48.2%) had more female participants than ADSU (42.2%) and UNIMAID (40.5%).

Gender distribution of respondents in each institution.

Table 3 highlights the age distribution of respondents in the respective institutions. Overall, a slight majority of the respondents (58.4%) ranged between 23 and 29 years, (30.4%) were 29 and above, and only (11.2%) were between 16 to 22 years. This could be due to the fact that only final year students participated in this study. ADSU had more respondents (35%, aged 29 and above) when compared with UNIMAID (28.6%) and TSU (27.7%).

Age distribution.

Generally, the participants across the three institutions came from Languages and Linguistics (n = 35) 14%, ‘Geography’ (n = 30) 12%, ‘Political Sciences’ (n = 30) 12%, ‘Sociology’ (n = 20) 8%, ‘Mass Communication’ (n = 40) 16% ‘Public Administration (n = 20) 8%; ‘Philosophy’ (n = 25) 10% ‘Theatre art (n = 30) 12%, and History (n = 20) 8%. Conversely, the focus group participant profile showed that (n = 9) 50% were female and (n = 9) 50% were male students with the age range of 23–29 (see Table 1 ).

4.3. Internet resources accessibility, and its perceived benefits for academic research and learning

Table 4 is derived from the quantitative survey carried out among the 250 students drawn from three universities in North Eastern Nigeria. It presents the responses of internet availability, utilization, and impact on the student's academic research and learning. Results revealed that across the three institutions a total of (86.8%) students claimed they do not have adequate access to internet facilities on their campus. On the contrary, a trivial number of respondents (13.2%) asserted that they have adequate access to the internet on their campus. Compared to ADSU (12%) and UNIMAID (11.9%), TSU (15.7%) had more students that claimed to have adequate internet facilities on campus. The survey also found that about (89.6%) of the students affirmed that they make use of the internet for academic purpose, whilst (10.4%) do not. The students of TSU were heavier users of the internet compared with the other two institutions because about (96.4%) use the internet for their academic purposes.

Internet resources accessibility, and its perceived benefits for academic research and learning among the students of Northeastern Nigerian Universities.

In view of how much they employ the internet for academic purpose, more than half (62%) of the students claimed to use the internet on a daily basis, followed by (18%) who use it 2 to 5 times a week, (9.6%) use it once in a week, while a trivial number (10.4%) maintained a neutral response (see Table 4 ). None of the students reported using the internet only when they have an assignment. It was also observed that TSU students (78.3%) use the internet more on a daily basis compared with ADSU (50%) and UNIMAID (40%).

With regards to the medium students use to access the internet in Northeastern Nigerian universities, results across the three sampled institutions showed that a slight majority of the students (52.8%) averred that they make use of their handsets/smartphones to access the internet, which might be due to the lack of efficient internet facilities on their campus. This is not surprising as (16.4%) of the students asserted that they use the cybercafé outside their university premises, and (8%) make use of their laptop and modem to access the internet. Only (12.4%) claim to use school café and (10.4%) remain neutral to the query put forward. Of the three institutions, ADSU (60.2%) students relied more on their mobile phones to access the internet compared with UNIMAID (50%) and TSU (48.2%).

Most of the students (84%) who responded to the questionnaire believed that the internet has and is still improving their academic research. However, few students (16%) claimed that the use of the internet has not actually enhanced their academic research and learning. TSU students (96.4%) had a strong conviction that the internet has and is still improving their academic research than UNIMAID (83.3%) and ADSU (72.3%). With respect to the perceived benefits, students across the three institutions gained from internet utilization for their research and learning. A slight majority (52.8%) had the impression that increased access to current and valuable research found on the internet has been so beneficial and has improved their research in addition to other academic learning. Some of the students (16.4%) believe that the internet has facilitated their research process, that is, a task that would be completed in a long period of time now takes a shorter duration to complete. In addition, (12.4%) of the students acknowledged that information is easily retrieved from the internet and this has been so beneficial to their academic research and learning, while (8%) held the notion that the availability of numerous sources on the internet has brought a tremendous improvement in their academic research and learning, and (10.4%) maintained undecided response to the question raised. Of the three institutions, ADSU students (60.2%) had a stronger viewpoint that increased access to current and valuable research found on the internet has been so valuable, which in turn improved their research, as well as other academic learning.

4.4. The search engine and internet sources mostly used by the students for their academic research and learning

The types of the search engine used among the students varied across the institutions (See Fig. 1 ). About (52.8%) of students had more preference for Google and Google Scholar, followed by Yahoo search (16.4%), Bing (12.4%) and wink (8%), while (10.4%) were neutral. The findings demonstrated that ADSU students (60.2 %) were heavier users of Google and Google Scholar, followed by UNIMAID (50%) and TSU (48.2%). Whilst TSU (24%) students claim to use Yahoo search more than UNIMAID (16.7%) and ADSU (8.4%).

Search engine used.

Another target of this present study was to determine the internet sources preferred by the students. As shown in Fig. 2 , there were distinctive variations in their preferences. About (50.8%) of the students preferred online journals, followed by electronic books (18.4%), online projects or dissertation/thesis (12.4%) and conference proceedings online (8%). On the other hand, (10.4%) of the students remained neutral. Out of the three institutions, ADSU students (60.2%) had more preference for online journals compared with UNIMAID (50%) and TSU (42.2%). It was likewise observed that TSU students (30.1%) preferred electronic books compared with UNIMAID (16.7%) and ADSU (8.4%).

Most used internet sources for academic purpose.

4.5. The challenges faced by students in accessing and utilizing the internet facilities

Approximately 86% of students claimed that their universities do not have an efficient cybercafé and internet facility. This problem appears to be more reported in UNIMAID and ADSU than TSU, suggesting that TSU somewhat have internet facilities comparable to the other two institutions. However, most of the students believed that the inefficient and inadequate internet facility within their university premises might have limited their access. This has resulted in the over-dependency on their mobile telephone, as well as purchasing internet data plans from other service providers such as mobile telecommunication company (MTN Group), Globacom, Etisalat and Airtel telecommunications company. This is one major aspect that hinders the student's regular access and utilization of the internet, which likely slowed down the pace of carrying out assignments given to them in school. It was observed that the subscription of data plan is sometimes problematic, as there are time lags in the internet connectivity and slow access speed of these networks.

A considerable number of the students had the opinion that compared to the higher institution in developed countries, their institutions need an electronic library, where they can easily access scientific journals from databases such as Elsevier, Springer, Taylor and Francis, Wiley, SAGE and Emerald. They believed that this will lessen the reliance on Google, Google Scholar and open access journals as well as will provide a means to explore other related scientific papers, in order to elevate their academic learning and research beyond its current situation. Some of the students observed that they come across substantial and relevant scientific papers online but could not gain access to them, due to lack of subscription to scientific databases by their institutions. The students noted that most scientific papers cost from $15 upward and this often restrict their access to scientific journals, as well as affecting their quality of research. The students also believed that the irregularity of power supply in their University premises, dormitory and homes, discourages internet accessibility for academic purposes, as sometimes they run out of power/battery on their mobile and Laptop devices. This submission means there is insufficient digital readiness among the sampled institutions. Nevertheless, the students still make it a priority to harness the essence of the internet through other self-generated means, and this has enhanced their research and learning to an extent.

4.6. The effect of accessing and utilizing electronic resources for academic research and learning

4.6.1. students perceived benefits from the use of internet resources for research and learning.

This section presents the results obtained from the 18 focus group participants. See Table 1 in the methodology section, which demonstrates how each group was composed and referred to in the analysis. The focus group considered the aspects at which the internet has improved the students' academic learning and research. The students highlighted several benefits in which the internet has aided their learning and research:

4.6.1.1. Enable students to carry out research in advance/ahead of time

The students stated that the use of internet sources has brought about positive change in their academic activities in general. They reported that searching for materials via e-books and e-journals enabled them to carry out research ahead of time, thereby easing and improving their academic research and learning. In line with this view, a student from Taraba state University comment that:

I do not require moving a far distance to source for materials anymore, I find almost everything I need online within split seconds and this has enhanced my research work [TSU 6].

This view is consistent with a participant from the Adamawa State University who remarked that:

Indeed, the internet is a boon to us, its usage has brought some positive effects on my academic growth [ADSU 3].

Buttressing on this notion, a student from the University of Maiduguri believed that:

The emergence of the internet has changed the custom of travelling to other libraries and universities within Nigeria for the search of relevant materials to support research [UNIMAID 2].

4.6.1.2. Tackling of multiple homework

Most of the participants had the perspective that internet usage has helped them to tackle multiple and tasking or difficult homework that was given to them by different tutors. They also agreed that the advent of the internet has made it possible for them to source and download relevant materials required for their academic research and learning, and this has enabled them to conduct multiple assignments within a given deadline.

In this respect, a student from the Adamawa State University observed that:

On several occasions, our tutors give a series of assignments with deadlines, and this has been often tackled using the internet, which I believe has eased my burden. I only need to use up my time and search various databases available to retrieve relevant materials [ADSU 6].

Similarly, a student from the Taraba State University comment that:

Sometimes when I am given a series of an assignment I feel so worried and disheartened, yet, when I set out doing research using the internet I feel at ease as most of the materials I come across are related to what I require. This cuts down my burden and helps me in multitasking as well as enhancing my learning process [TSU 5]

In the same vein, students from the University of Maiduguri concurred that the utilization of the internet has assisted them in carrying out tasking assignment within a short period of time, which is believed to have improved their research capability as well as their Cumulative Grade Points Average (CGPA). As such, one of the students from this focus group advocated that:

The ‘taps’ provided in Mozilla Firefox and Chrome enables us to open numerous pages simultaneously while navigating from one page to another to read pertinent materials. Before the advent of the internet, it was difficult to perform given multiple assignments in a lesser time, due to insufficient sources. As of then, students relied merely on printed sources in the library. Nowadays, the numerous electronic sources available have enhanced our research and academic output. Indeed, my CGPA has been enhanced when compared with my other classmates who do not frequently use the internet for their academic activities [UNIMAID 3].

From the above student's responses, the utilization of various internet resources for an academic purpose has assisted them in conducting multiple and difficult assignments in a short period of time.

4.6.1.3. Widen the scope of reading and learning

Most of the students claimed that the role of the internet has also permitted comparing of different forms of literature that best conforms to each homework or classwork given to them by their respective tutors, this has inspired a broader scope of interpretation, reading and learning. In addition, they observed that the internet contributed to the easiness of research through downloading materials that support their study. They likewise believed that this has enhanced their academic research skills and learning.

One student from the Adamawa State University focus group emphasized that:

The internet as an online tool for research has widened our scope of reading and learning. It has made data retrieval easier, resulting in a positive impact on our educational research and learning development [ADSU 1].

A student from the Taraba State University focus group asserted that:

I do not need to depend on one source when utilizing the internet, I just move from one source to another, comparing and at the end, select the best and suitable source which I believe to have enhanced my academic research and learning [TSU 3].

Congruently, a student from the same focus group session commented that:

The use of internet resources such as Wikipedia, Google and Google Scholar has improved our access to information on various courses, which I feel has greatly upgraded our scope of reading and learning. This has also resulted in a more serious academic achievement [TSU 1].

4.6.1.4. Enhance self-learning

It was found that the use of the internet enhanced most of the students' self-directed learning. The students claimed that there were able to discover new knowledge related to their courses on their own or together with their peers. They also opined that the availability of how-do-it online videos, such as YouTube tutorial videos, has extended their skills in research and has helped them to get conversant to certain practical and technical aspect of their various courses. One history student from the University of Maiduguri perceived that:

The online YouTube tutorial has exposed me to different prior and recent research trends and evidentiary findings of researchers, which in turn has infused and gave me the required knowledge for improving my research. For example, there are historical events that I watch on YouTube, which has really influenced my learning process. Courses such as Advanced History has been made easily understood through YouTube online Videos [UNIMAID 1].

Drawn from the students' responses, it could be deduced that the students in the sampled Universities believed that the use of the internet, most especially YouTube is improving their learning and research to an extent. Regarding the internet and class activities, the students alleged that although their individual institution has insufficient internet access and digital readiness, yet, they have become self-organized, resilience and resourceful using their mobile phones and other available means such as Cybercafé outside their university premises. These students believe that the use of the internet through the Google and Google Scholar search engine, improved their knowledge of research and learning at large, suggesting that the use of the internet stimulates the student-centred learning. Consistent with this view, a student remarked that:

Although subscribed scientific electronic databases are not yet available in our universities, moreover, some of our lecturers do not communicate with us via email. Still, I can claim that I do learn a lot through the internet on my mobile phone, and Universal Serial Bus (USB) modem on my laptop. The availability of Google and Google Scholar search engine has enhanced my learning. I feel the internet is a platform to educate and acquire more knowledge, and this has improved my CGPA [TSU 4].

The comments derived from the students demonstrated that they were relatively more self-directed when using the internet. The students at the University of Maiduguri believed that the internet has promoted self-learning, thereby developing their abilities to think critically and exercise analytical skills. In line with this, a student within this focus group commented that:

The use of the internet which has enhanced self-learning enables us to be more critical thinkers as we are exposed to a plethora of information. The student added that there is a proverb which says knowledge is power, thus, the internet has made us powerful critical thinkers [UNIMAID 3].

Similarly, in the same focus group session, a student remarked that:

I now make constructive comments in class due to the numerous research I conduct online and this has increased my intellectual capability to imagine beyond my peers. Also, I now think carefully before leaving a comment, so in a way, I believe the usage of the internet has not only improved self-learning but promotes critical thinking [UNIMAID 4].

In the same way, a mass communication student at the Taraba State University ascertained that:

Through the internet, I have been able to learn more about graphic communication, motion graphic videos and 3D animations. Although our tutors teach us these subjects in class, yet, when I study alone via the internet, I get an in-depth explanation, which I feel betters my academic learning [TSU 01].

The above students' comment, suggest that the utilization of the internet to an extent has improved the quality of their overall learning outcome.

4.6.1.5. Encourages and enhances peer learning

It was found that all the students in the various focus group were affirmative that the advent of the internet helps them share information with their peers to support each other's learning. This is evident as students share knowledge with each other through email and other social technologies such as WhatsApp and Facebook. They likewise gained knowledge from their peers through materials collected for group assignment on wikis, including comments that other students make on their group chats. For example, a student in the Adamawa State University focus group claimed:

I am always online when compared to some of my classmates. This always prompts them to ask if I have found new relevant information to share. I always share useful information discovered on the Internet in our group chats, as well as post them on Facebook. It is now easier to share substantial information with my peers which I believe has enhanced my peer's knowledge [ADSU 4].

Consistent with this comment, another student in the same focus group stated that:

At large, a greater occurrence of both off-curriculum (informal) and curriculum-based interactions among students is enabled by the internet. I share the internet retrieved information with my fellow classmates through Skype and WhatsApp Video calls. I likewise post useful downloaded tutorial videos to them via the same medium. From their remarks, the access and use of the internet have greatly improved their academic growth [ADSU 2].

Similarly, a theatre art student at the University of Maiduguri asserts:

Through the internet, I and my course mates are able to communicate and collaborate on the course content by using mobile computing devices as well as laptops to text message and email. This has made it comfortable for us to share information that is vital and up-building. I recalled when we were given a very difficult assignment task, I searched the internet but could not find any related sources, one of my classmates who understood the utilization of the internet better, found a relevant material and emailed it to me. This material enhanced my assignment, which in turn improve my CGPA. With a smile on his face, the student exclaimed ‘I had an A in that course’ [UNIMAID 5].

These findings suggest the students perceived that informal interactions such as friendly chat among friends were often converted to academic debate on course topics. Additionally, the students claimed that they share knowledge with each other through internet technological devices such as email and social networking sites, including Facebook and WhatsApp.

4.6.1.6. Ameliorates examination preparation

Internet search engines such as Google and Google Scholar as well as electronic sources including E-Journals, E-books and E-Conferences were particularly helpful to the student in their preparations for the examination. Most of the focus group members agreed that they regularly utilize Wikipedia as it offers initial orientation and basic information that occasionally simplifies and clarifies certain topics. However, some of the students believe that it has limited knowledge or importance when compared with other sources such as library resources, including e-books, learning management systems, and academic literature databases. In addition, the entire students that participated in the focus group divulged that the use of internet has bettered their examination preparations. For example, a student at the University of Maiduguri remarked that:

There are subjects or topics that I do not truly attain a better understanding in the class even when taught by our tutors, only with the help of the internet, I have been able to source extra and simplified materials that enhanced my understanding of a subject or discipline before the exam. This has enhanced my intellectual capabilities as well as eases my examination preparations with positive results.

Likewise, students at the Taraba state university felt that they had the opportunities to support their course material through the internet. For instance, one of the students mentioned that:

The materials I retrieve online are added advantages to the lecture notes given to us by our lecturers [TSU 3].

These established that students better prepared for their examination with the aid of the internet. This also suggests that the students believe that the use of the internet supports their study and serve as a tool to enhance their academic performance, growth, research skills and learning, thereby leading to better results.

5. Discussion and conclusion

This current study explores undergraduate students perceived benefit of using the internet and digital resources for research and learning in the Northeastern Nigerian Universities with a focus on TSU, UNIMAID and ADSU. The findings of this work indicated that female enrollment in higher education in Northeastern Nigeria was lower compared with the male gender. This could be attributed to different phenomena, such as culture, religion, traditional beliefs and tribal issues, which further research could look into. It was observed that about 86.8% of students across the three universities claimed that they do not have adequate access to internet facilities on their campus. However, in comparison to the other two universities (ADSU 12% and UNIMAID 11.9%), TSU (15.7%) had more students that claimed they have adequate internet facilities on their campus. These findings suggest that there is a lack of efficient and effective cybercafé and internet facilities within their respective institution. This is consistent with a prior study, which found that undergraduate students require the internet to do their research work, however, it was not feasible due to poor access in their libraries, departments and information and communications technology centres. The same study showed that a vast number of the students depended on private internet services and cyber cafés ( Ani, 2010 ).

This current study also revealed that a large proportion of the students (89.6%) claimed to make use of the internet for their academic purposes, and more than half (62%) use the internet on a daily basis. However, there was a variation in the usage of the internet among students within the three institutions. It was found that TSU students (96.4%) use the internet more and about (78.3%) use it on a daily basis for their academic purposes when compared with UNIMAID (40%) and ADSU (50%) students. This result is contrary to Ureigho et al.'s (2006) who establish that students use the internet mainly for online chatting (24.89%) and e-mail (24.16%) purposes, rather than for research materials (23.21%). Juxtaposing these results, it could be suggested that the internet can be used differently by students in tertiary institutions in terms of academic research and learning, as well as leisure/entertainment.

Our results ascertained that a slim majority of the students (52.8%) averred that they access the internet via their handsets or smartphones. Others students (16.4%) profess that they use the cybercafé outside their university premises, and (8%) make use of their laptop and modem to access the internet, which intimates that there is a demand for efficient internet facilities on their campuses. This conforms with the study results of Ivwighreghweta and Igere (2014) which found that students frequently access the internet through the Cyber Café outside their university premises and use it for retrieving relevant academic resources. It was realized in this present study that ADSU (60.2%) students depended more on their mobile devices to access the internet compared with UNIMAID (50%) and TSU (48.2%). This result substantiates prior investigations that found undergraduate students depended on their mobile devices to access the internet for educational and entertainment purposes ( Ahmed and Bukar, 2016 ; Otunla, 2013 ; Agboola, 2010 ).

Across the three universities, it was realized that a substantial number of the students (84%) believed that the internet has and is still improving their academic research. TSU students (96.4%) had a stronger conviction that the internet has and is still improving their academic research than UNIMAID (83.3%) and ADSU (72.3%). In respect to the perceived benefits of internet utilization among students in terms of research and learning, more than half of the students (52.8%) asserted that access to current valuable research found on the internet has been so beneficial and this has improved their research and other academic learning. Our findings also revealed that about (16.4%) students believe that the internet has facilitated their research process, that is to say, a task that requires a long period of time to complete, now take a short duration to accomplish. About (12.4%) of the students acknowledged that information is easily retrieved from the internet and this has been so beneficial to their academic research and learning, while (8%) held the notion that the availability of numerous sources on the internet has brought a tremendous improvement in their academic research and learning. It was noted that out of the three institutions, students of ADSU (60.2%) were more affirmative that increased access to current and valuable research found on the internet is beneficial and enhances research and academic learning outcomes. This result reflects other findings which demonstrate that the internet contributes to the easiness of research through downloading materials as well as enhances the cognitive operation of information dissemination ( Emeka and Nyeche, 2016 ; Adekunmisi et al., 2013 ; Nwezeh, 2010 ).

Results obtained from this present study suggest that there was a slight variation in the search engine used by the students in the sampled institutions, although the rationale for this was not ascertained. Overall, across the three universities, results showed that a small majority of students had more preference for Google and Google Scholar (52.8%), and was followed by Yahoo search (16.4%). It was realized that ADSU students (60.2 %) were heavier users of Google and Google Scholar compared with the other two institutions. While TSU (24%) students claim to use Yahoo search more than UNIMAID and ADSU. Consistent with this result, Bashir et al. (2008) found Google and Yahoo search engine to be frequently used among students. Our study also showed that online journals were preferred by a somewhat majority of the students (50.8%) followed by electronic books (18.4%). However, it was noted that there was a variation in the students' preferences, ADSU students (60.2%) had more preference for online journals compared with UNIMAID (50%) and TSU (42.2%), while TSU students (30.1%) had a preference for electronic books compared with UNIMAID (16.7%) and ADSU (8.4%). This result conforms with a previous study which established that E-journals and E-books are among the resources that students mostly used in their research work ( Ivwighreghweta and Igere, 2014 ).

The insufficient digital readiness in the sampled institutions which appears to be more reported in UNIMAID and ADSU than TSU, prompted a considerable number of the students to assert that their institutions required an electronic library/database (e.g., Elsevier, Springer, Taylor and Francis, Wiley, and Emerald) where they can easily access scientific journals. They also feel that the irregularity of power supply in their dormitory, homes and University premises, discourages internet accessibility and usage for academic purposes. This result is similar to studies which found that internet server, the cost of paying for online services ( Emeka and Nyeche, 2016 ), power outage, slow internet speed, lack of computer terminals, too many hits or information overload and insufficient computers as the major factors militating effective access to the internet within Nigeria tertiary institutions ( Ivwighreghweta and Igere, 2014 ).

Our study revealed that students in the focus group perceived that internet utilization has helped them in carrying out research ahead of time, and this conforms with Adegboji and Toyo (2006) who found that the internet contributed to the easiness of students' research through downloading of relevant materials. Also, the focus group participants think that the internet assisted them in undertaking multiple home works, as well as widen their scope of reading and learning. They alleged that the internet has permitted comparisons of different types of related literature that suits their respective homework or classwork, and that this has resulted in a broader scope of interpretation, reading and learning. This is in harmony with a prior study, which found that the internet enables students to access relevant and up to date materials for their research ( Adogbeji and Akporhonor, 2005 ). The focus group participant likewise claimed that the internet promotes their self-learning as well as encourages and enhances peer learning. These students believed that through the internet, they were able to discover new knowledge related to their courses, individually or as a group. They feel that the availability of how-do-it online videos, such as YouTube tutorial, has broadened their academic research and have helped them to be conversant with certain practices and technical aspect of their various courses. This result supports Hamid et al.'s. (2015) findings, which establish that internet utilization helped Australian and Malaysian students in sharing of materials for a group assignment, and this, in turn, improved their self-directed learning.

The focus group participants also think that the internet helps them in ameliorating examination preparation, which is achieved through sourcing materials from search engines such as Google and Google Scholar, as well as electronic sources including E-Journals, E-books and E-Conferences. This is in line with previous investigations suggesting that the internet plays a significant role in assisting students for better preparation of their continuous assessment and semester examination, which had a positive impact on their results ( Ivwighreghweta and Igere, 2014 ; Ogedebe, 2012 ).

Conclusively, our study revealed that students of North-Eastern Nigerian universities, especially TSU, UNIMAID and ADSU perceived internet utilization to have a positive impact on their academic research and learning, despite the insufficient digital readiness by their respective institution. Regardless of the inefficient internet facilities on the sampled university premises, the students still attempt to be self-organized, resilience and resourceful. Therefore, further studies should examine to what extent students should be provided with help in terms of internet facilities, and to what extent they should rely on other means to develop their own strategies and resourcefulness.

5.1. Suggestions to improve internet access and usage in tertiary educational settings

Our study revealed that the students seem to do well with the help of their smartphone, as well as a laptop and modem to access the internet facilities such as email, internet search engines (Google and Google Scholar) and communication platforms, despite the inefficient provision of internet facilities on their campuses. Yet, there are challenges raised by the students that require attention. Thus, this study proposes the following suggestions to improve internet access and usage for educational research and learning in the studied area.

• ➢ Tertiary institutions in developing countries should build efficient cybercafé as well as provide internet facility within their premises and subscribe electronic scientific database. This will enable more access beyond the use of smartphones as well as the use of open access resources such as e-journals, e-conferences, e-thesis and dissertation.
• ➢ The sampled institutions need an electronic library where the students can easily access scientific journals from databases such as Elsevier, Springer, Taylor and Francis, Wiley, and Emerald. This will lessen the reliance on Google and Google Scholar as well as provide the means to explore other related scientific papers which will improve their academic research and learning.
• ➢ Network providers such as MTN, Globacom, Etisalat Telecommunications Company and their collaborators should make it a priority to improve their network as well as reduce their tariff to enable students' purchase data at an affordable price. This will encourage the faster and easier download of research materials.
• ➢ The irregularity of power supply in the sampled University premises should be improved to encourage internet accessibility for academic purposes. This will reduce the running out of power/battery on the students mobile and Laptop devices, which often interrupt their use of the internet. When this is resolved, it will improve their academic research and learning at large.

5.2. Limitations and directions for future research

The findings of our study explain how students view the usage of the internet for their academic research and learning. It also generated useful data to build more understanding and insight into the use of the internet among students. Although, our study only focused on North-Eastern Nigerian students, which seems to be a limitation as it regards to the wider transferability and generalizability of this study findings. Nevertheless, our study is founded on real-life students' experiences, as such, contributes to enhancing the empirical research results that are beneficial for informing teaching and learning practice in higher educational settings. Also, there is an absence of detailed and rigorous statistical analysis. Investigators have argued that interpretive research such as this current research is not suitable for detailed statistical analysis as it is based merely on reporting perception ( Myers, 2013 ; Walsham, 2001 ). Nevertheless, a longitudinal and ethnographic study where a researcher spends a significant amount of time observing the students' use of internet resources would be valuable in providing richer insights about how internet resources impact students learning, research, and academic performance in general.

Declarations

Author contribution statement.

Oberiri Destiny Apuke, Timothy Onosahwo Iyendo: Conceived and designed the experiments; Performed the experiments; Analyzed and interpreted the data; Contributed reagents, materials, analysis tools or data; Wrote the paper.

Funding statement

This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.

Competing interest statement

The authors declare no conflict of interest.

Additional information

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Guest Essay

A.I.-Generated Garbage Is Polluting Our Culture

By Erik Hoel

Mr. Hoel is a neuroscientist and novelist and the author of The Intrinsic Perspective newsletter.

Increasingly, mounds of synthetic A.I.-generated outputs drift across our feeds and our searches. The stakes go far beyond what’s on our screens. The entire culture is becoming affected by A.I.’s runoff, an insidious creep into our most important institutions.

Consider science. Right after the blockbuster release of GPT-4, the latest artificial intelligence model from OpenAI and one of the most advanced in existence, the language of scientific research began to mutate. Especially within the field of A.I. itself.

Adjectives associated with A.I.-generated text have increased in peer reviews of scientific papers about A.I.

Frequency of adjectives per one million words

Commendable

A study published this month examined scientists’ peer reviews — researchers’ official pronouncements on others’ work that form the bedrock of scientific progress — across a number of high-profile and prestigious scientific conferences studying A.I. At one such conference, those peer reviews used the word “meticulous” more than 34 times as often as reviews did the previous year. Use of “commendable” was around 10 times as frequent, and “intricate,” 11 times. Other major conferences showed similar patterns.

Such phrasings are, of course, some of the favorite buzzwords of modern large language models like ChatGPT. In other words, significant numbers of researchers at A.I. conferences were caught handing their peer review of others’ work over to A.I. — or, at minimum, writing them with lots of A.I. assistance. And the closer to the deadline the submitted reviews were received, the more A.I. usage was found in them.

If this makes you uncomfortable — especially given A.I.’s current unreliability — or if you think that maybe it shouldn’t be A.I.s reviewing science but the scientists themselves, those feelings highlight the paradox at the core of this technology: It’s unclear what the ethical line is between scam and regular usage. Some A.I.-generated scams are easy to identify, like the medical journal paper featuring a cartoon rat sporting enormous genitalia. Many others are more insidious, like the mislabeled and hallucinated regulatory pathway described in that same paper — a paper that was peer reviewed as well (perhaps, one might speculate, by another A.I.?).

What about when A.I. is used in one of its intended ways — to assist with writing? Recently, there was an uproar when it became obvious that simple searches of scientific databases returned phrases like “As an A.I. language model” in places where authors relying on A.I. had forgotten to cover their tracks. If the same authors had simply deleted those accidental watermarks, would their use of A.I. to write their papers have been fine?

What’s going on in science is a microcosm of a much bigger problem. Post on social media? Any viral post on X now almost certainly includes A.I.-generated replies, from summaries of the original post to reactions written in ChatGPT’s bland Wikipedia-voice, all to farm for follows. Instagram is filling up with A.I.-generated models, Spotify with A.I.-generated songs. Publish a book? Soon after, on Amazon there will often appear A.I.-generated “workbooks” for sale that supposedly accompany your book (which are incorrect in their content; I know because this happened to me). Top Google search results are now often A.I.-generated images or articles. Major media outlets like Sports Illustrated have been creating A.I.-generated articles attributed to equally fake author profiles. Marketers who sell search engine optimization methods openly brag about using A.I. to create thousands of spammed articles to steal traffic from competitors.

Then there is the growing use of generative A.I. to scale the creation of cheap synthetic videos for children on YouTube. Some example outputs are Lovecraftian horrors, like music videos about parrots in which the birds have eyes within eyes, beaks within beaks, morphing unfathomably while singing in an artificial voice, “The parrot in the tree says hello, hello!” The narratives make no sense, characters appear and disappear randomly, and basic facts like the names of shapes are wrong. After I identified a number of such suspicious channels on my newsletter, The Intrinsic Perspective, Wired found evidence of generative A.I. use in the production pipelines of some accounts with hundreds of thousands or even millions of subscribers.

As a neuroscientist, this worries me. Isn’t it possible that human culture contains within it cognitive micronutrients — things like cohesive sentences, narrations and character continuity — that developing brains need? Einstein supposedly said : “If you want your children to be intelligent, read them fairy tales. If you want them to be very intelligent, read them more fairy tales.” But what happens when a toddler is consuming mostly A.I.-generated dream-slop? We find ourselves in the midst of a vast developmental experiment.

There’s so much synthetic garbage on the internet now that A.I. companies and researchers are themselves worried, not about the health of the culture, but about what’s going to happen with their models. As A.I. capabilities ramped up in 2022, I wrote on the risk of culture’s becoming so inundated with A.I. creations that when future A.I.s are trained, the previous A.I. output will leak into the training set, leading to a future of copies of copies of copies, as content became ever more stereotyped and predictable. In 2023 researchers introduced a technical term for how this risk affected A.I. training: model collapse . In a way, we and these companies are in the same boat, paddling through the same sludge streaming into our cultural ocean.

With that unpleasant analogy in mind, it’s worth looking to what is arguably the clearest historical analogy for our current situation: the environmental movement and climate change. For just as companies and individuals were driven to pollute by the inexorable economics of it, so, too, is A.I.’s cultural pollution driven by a rational decision to fill the internet’s voracious appetite for content as cheaply as possible. While environmental problems are nowhere near solved, there has been undeniable progress that has kept our cities mostly free of smog and our lakes mostly free of sewage. How?

Before any specific policy solution was the acknowledgment that environmental pollution was a problem in need of outside legislation. Influential to this view was a perspective developed in 1968 by Garrett Hardin, a biologist and ecologist. Dr. Hardin emphasized that the problem of pollution was driven by people acting in their own interest, and that therefore “we are locked into a system of ‘fouling our own nest,’ so long as we behave only as independent, rational, free-enterprisers.” He summed up the problem as a “tragedy of the commons.” This framing was instrumental for the environmental movement, which would come to rely on government regulation to do what companies alone could or would not.

Once again we find ourselves enacting a tragedy of the commons: short-term economic self-interest encourages using cheap A.I. content to maximize clicks and views, which in turn pollutes our culture and even weakens our grasp on reality. And so far, major A.I. companies are refusing to pursue advanced ways to identify A.I.’s handiwork — which they could do by adding subtle statistical patterns hidden in word use or in the pixels of images.

A common justification for inaction is that human editors can always fiddle around with whatever patterns are used if they know enough. Yet many of the issues we’re experiencing are not caused by motivated and technically skilled malicious actors; they’re caused mostly by regular users’ not adhering to a line of ethical use so fine as to be nigh nonexistent. Most would be uninterested in advanced countermeasures to statistical patterns enforced into outputs that should, ideally, mark them as A.I.-generated.

That’s why the independent researchers were able to detect A.I. outputs in the peer review system with surprisingly high accuracy: They actually tried. Similarly, right now teachers across the nation have created home-brewed output-side detection methods , like adding hidden requests for patterns of word use to essay prompts that appear only when copied and pasted.

In particular, A.I. companies appear opposed to any patterns baked into their output that can improve A.I.-detection efforts to reasonable levels, perhaps because they fear that enforcing such patterns might interfere with the model’s performance by constraining its outputs too much — although there is no current evidence this is a risk. Despite public pledges to develop more advanced watermarking, it’s increasingly clear that the companies are dragging their feet because it goes against the A.I. industry’s bottom line to have detectable products.

To deal with this corporate refusal to act we need the equivalent of a Clean Air Act: a Clean Internet Act. Perhaps the simplest solution would be to legislatively force advanced watermarking intrinsic to generated outputs, like patterns not easily removable. Just as the 20th century required extensive interventions to protect the shared environment, the 21st century is going to require extensive interventions to protect a different, but equally critical, common resource, one we haven’t noticed up until now since it was never under threat: our shared human culture.

Erik Hoel is a neuroscientist, a novelist and the author of The Intrinsic Perspective newsletter.

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