Switching on the leaning society? - questioning the role of technology in widening participation in lifelong learning

The creation of technologically-based 'virtual education' has been portraye d as a means of widening access to learning opportunities for those current ly excluded from participation in lifelong education and training. Now in t he UK these claims are being operationalized under the 'University for Indu stry' initiative and associated Virtual College programmes all of which aim to make real the concept of Brit ain as a 'learning society' for all with an emphasis on reaching those traditionally seen as non-participants in lea rning. This paper examines these claims in chs light of current knowledge a bout the characteristics of non-participants in lifelong learning and the b arriers that they race. It is suggested that the application of 'technologi cal fixes' to underlying socio-economic determinants of participation will solve some problems, create others, and leave many unaffected. In this way the paper argues for independent research on the impact of the 'virtual col lege' movement, and begins to outline the form such research could take.