Writing -Creation and Distribution of Knowledge in Universities

QUESTION

Surname 1NameInstructorCourseDateCreation and Distribution of Knowledge in UniversitiesPredominantly, creation and distribution of knowledge in colleges and universities entaila plethora of preparation and hard work from the professors. Effectively, the successes of thestudents largely depend on the professors because they are the ones who offer tutorials andassign the students in accordance to what they covered in their lectures. However, most oftenwhen students are given assignments, they find it hectic to use the knowledge they are inculcatedwith by their tutors. Apparently, they seek refuge to the already worked out assignments on theinternet and end up making the same copy. In effect, the professors who assigned them fail todelve deep and find out the origin of the assignment answers, even though there are instances ofplagiarism in the assignment. Notably, this is cheating, and a control measure should be put intoplace to shun the practice.Arguably, Tomar and Swartz are among the people who claim that creation anddistribution of knowledge in academic institutions are not as free as it is supposed to be.Nonetheless, the arguments presented by Tomar, in a way, tend to outweigh the ones Swartzpresents, although all of them are true and credible. In accordance to Tomar, instead of goingsilent directing a lot of blame to the students who wrongly use the internet to do theirassignments, they are supposed to teach them the right way they can use it as a source in theirstudies. Principally, Tomar puts it clear that whatever it costs for one to get internet accessexhibits how much it costs to learn. Ideally, this assumption means that, with internet access, it isSurname 2easy for individuals to equip themselves with the required knowledge. The invention of searchengines that now direct one to the specific information works wonders, and to some extent,though, it has promoted laziness and devotion that existed in the past when the internet was adream. For instance, Tomar says that the ways the internet is being used for expression andinformation gathering have become intrinsically collective, more communal, less consistent, andless accredited.In the same note, the core function of tutors in institutions has barely changed since timeimmemorial although people’s relationship to information is in a constant change. Professorshave remained the only great channel for knowledge, and the pivot on which education iscondensed into ideas expediently framed by a semester of lectures or textbooks. Inappropriately,students have different ways of acquisition of information, and thereby sharing amongthemselves. Similarly, lecturers have become the harbingers cheating in universities and colleges.For example, Tomar denotes that in November 2014, a strategic management lecturer at CentralFlorida University had made national headlines because of using pervasive cheating in his courseto develop a teachable moment.The professor had lectured almost six hundred students telling them that he possessedforensic evidence and demonstrating that nearly one-third of those that sat for the mid-semesterexam cheated by revising an answer key that came from a publisher’s test bank, and made roundsamong them. Consequently, the lecturer criticized the students by using harsh terms for violatingthe university codes of conduct. Then, he asserted that the days of being able to find a newmethod of cheating were over.In effect, the CFU professor’s proclamation portrays a critical misunderstanding ofconditions that lead to increased instances of cheating in academic institutions. InvestigationsSurname 3conducted on the incident showed the way students and lecturers have different thoughts aboutthe sharing of information. The lecturer’s adapted criticism portrays his own plausiblefrustrations though he says little about what cheating really means. Fundamentally, to understandthe professor’s incident, there is a need to understand that cheating is not only everywhere, butalso the current generation has a different view of its constituents. Tomar insinuates that cheatingis not only a matter of educational laziness but also a failure to be wary of how accessibleinformation has become. Essentially, educators are in a battle with the internet even though theychannel their works through it and embrace it in a number of ways. In principle, online access isnot only a bridge to brave ways of undermining research processes. Likewise, it is not a contextin which a student becomes more comfortable than the lecturer is. Rather, the internet is anindustrial free for all platforms whereby the student learns to be fully independent. Tomar uses aphrase formed by his friend Donovan that says that the internet is a putting a stiff end to themonopoly of knowledge. On the same note, Tomar states that Donovan is a great witness of therevolution and that according to him, the individuality of education has always served toauthenticate the expert and his earning power. In addition, before the invention of the internet,information finding, developing it into knowledge, and knowing how to learn and gainsomething from it was considered a special skill. However, nowadays people learn, and becomewealthy in knowledge, patience, and stamina without anyone’s help.Evidently, students are now able to get what lecturers offer in universities free because ofthe internet. In accordance to Donovan, this is referred to "disintermediation of the expert." Theinformation that people needed professors has become easily accessible. It is important tounderstand that during this period of globalization, deregulation, trade liberalization, thedeconstruction of claims to intellectual property has become as easy as a deconstruction ofSurname 4international barriers. Meanwhile, most academic sources on the internet are hidden by theprivate sites which require whoever wants to read them to first log in, and probably pay someamount of cash before accessing them. Arguably, the Swartz, a young man who was an expert incomputer technology more especially in software development highly battled with suchacademicians. Swartz was forced to hack such academic accounts and download thousands oflearning materials, which he uploaded online so that learners could access them freely.Consequently, his actions raised mayhem in the academic sector hence many academicians hatedhim. Until his demise at an early age of 26, Swartz opposed the method of selling onlineacademic sources.In brief, the two arguments presented by Tomar and Swartz view the internet as animportant tool for learning. Accordingly, professors and academicians have no reason to pridethemselves for creation and distribution of knowledge through their class lectures. Equallyimportant, the principles of academia are hypocritical because, in the end, the students participatein exam cheating. Therefore, there is a need for universities and colleges through the professorsto equip students with the required knowledge, and teach them the way to use the informationavailable online to increase their knowledge. Overall, the academic resources that are availableonline should be purely free so that every individual willing to learn finds an access to them.

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