ABSTRACT
Enthusiasm for new ICTs has generated much commentary about how the technologies could be used to create distance-education and distributed-learning environments, sometimes referred to as the ‘virtual campus’. Many proponents of virtualization argue that ICTs and multimedia have the potential to transform the process of learning and the institutional space where learning occurs. Such use of digital technology in education parallels the changes in the management and organization of service delivery which has occurred in other public sector settings.1
