The Internet, also simply called the Net, is the largest and far-flung network system-of-all-systems. Surprisingly, the Internet is not really a network but a loosely organized collection of about 25,000 networks accessed by computers on the planet. It is astonishing to know that no one owns the Internet. It has no central headquarters, no centrally offered services, and no comprehensive online index to tell users what information is available in the system.

     The Internet is a global system of interconnected computer networks that use the standard Internet Protocol Suite (TCP/IP) to serve billions of users worldwide. It is a network of networks that consists of millions of private, public, academic, business, and government networks, of local to global scope, that are linked by a broad array of electronic, wireless and optical networking technologies. The Internet carries a vast range of information resources and services, such as the inter-linked hypertext documents of the World Wide Web (WWW) and the infrastructure to support electronic mail. To gain access to the Internet, the computer must be equipped with what is called a Server which has a special software (program) that uses the Internet protocol. Originally developed and still subsidized by the United States government, the Internet connect not only commercial, industrial, scientific establishments but all other sectors including education and its libraries, campuses, and computer centers.

Getting around the Net

     The most attractive way to move around the Internet is called browsing. Using a program called a browser, the user can use a mouse to point and click on screen icons to surf the Internet, particularly the World Wide Web (the Web), an Internet's subset of text, images and sounds are linked together to allow users to access data or information needed. Many experts predict that the Internet is destined to become the centerpiece of all online communications on the planet and in some future time in the solar system using interplanetary satellite communication stations.

                                                   

A view of educational uses of the Internet

     The Internet has become an increasingly important feature of the learning environment for teenagers. Research by the Pew Internet & American Life Project in November and December 2000 shows that teens use the Internet as an essential study aid outside the classroom and that the Internet increasingly has a place inside the classroom. The Project surveyed 754 online youth ages 12-17 and their parents. Teens and parents report that Internet is vital to completing school projects and has effectively replaced the library for a large number of online youth. 71% of students report using the Internet at their primary source for their last major project, and they also report accessing online study aids like Sparknotes or CliffNotes. Beyond legitimate assistance with studies via websites, or email or Instant message communication with teachers, students also take advantage of the Internet to cheat, with 18% of students reporting knowing someone who used the Internet to do so.

     With the rise of the Internet the distance-learning experience has been completely transformed. In the past, distance learning was largely a lonely experience, in which the student was confronted with a pile of mailed learning material and sporadic and structured interaction with an elusive and remote tutor. In this kind of world, the student not only had to overcome a number of difficulties to interact with the tutor, but he/she also faced extended periods of time between the sending of a request and receiving a reply. Furthermore, interaction was restricted to that between individual students and their tutor, since no type of communication existed with other students.

     In contrast, the Internet constitutes a virtual classroom in which intense interactivity and the sharing of resources and information constitutes its essence. This is not to say that there were no virtual classes before the rise of the Internet. For some years, a number of educational institutions struggled to develop and sustain distance-education programs that were designed for tele-conferencing systems. The extremely high cost of the service, however, constrained its growth. For most developing countries, the technology was far beyond their reach. A selected few were able to implement the system in a limited fashion for a small elite. Furthermore, the need of real-time presence made the system quite rigid and not very adequate for a time in which flexible education hours are crucial.

REFLECTION

     With the rise of the Internet the distance-learning experience has been completely transformed. In the past, distance learning was largely a lonely experience, in which the student was confronted with a pile of mailed learning material and sporadic and structured interaction with an elusive and remote tutor. In this kind of world, the student not only had to overcome a number of difficulties to interact with the tutor, but he/she also faced extended periods of time between the sending of a request and receiving a reply. Furthermore, interaction was restricted to that between individual students and their tutor, since no type of communication existed with other students. In contrast, the Internet constitutes a virtual classroom in which intense interactivity and the sharing of resources and information constitutes its essence. This is not to say that there were no virtual classes before the rise of the Internet.