UCLA was one of the first universities to experiment with the
Internet, which has evolved to become indispensable to the
university and its students.
Students enroll in courses, do research and lab experiments,
submit homework and papers, engage in class discussions, do reading
for their courses, and consult with librarians, academic counseling
and health center nurses ““ all online.
Dustin Simmons, a fourth-year microbiology, immunology and
molecular genetics student, described UCLA’s adaptation to
the Internet as being very convenient for students.
It is easy to order textbooks from the UCLA Store, schedule
classes because of real-time course availability, and do online
research through the library Web site, Simmons said. Although the
availability of online research tools has led to fewer library
visits.
UCLA isn’t simply a user of modern internet technology
““ it’s been playing a role in Internet development
since the Internet’s conception.
The Defense Advanced Research Projects Agency awarded UCLA a
contract in 1968 that made technology testing and research
possible.
About a year later, the contract established UCLA as the center
station for its plan to connect UCLA, the Stanford Research
Institute, UC Santa Barbara and the University of Utah.
The first cross-country internet link was established in 1970
between UCLA and Bolt, Beranek and Newman, Inc, known today as BBN
Technologies. Two years later the first computer-to-computer chat
was performed at UCLA.
UCLA has come a long way since then, with the installation of
Internet connections in nearly all campus buildings, the
availability of wireless Internet on campus and the computerization
of nearly every aspect of education.
Luis Valle, who attended UCLA in the mid-1970s, described the
registration process as being very complex compared to now. But he
added that was considered the norm back then. Appointments had to
be made with the registration office, then the student had to be
directed to the departments of the classes they wanted to enroll
in.
The internet didn’t just streamline the once-cumbersome
enrollment process, it has also made studying for courses easier,
Valle said.
“Back then it was not as easy as now. You had to study,
then ““ a lot. You had to read a lot. Back then you had to
learn to read, to understand the meaning of what you are reading,
you couldn’t get it from the Internet,” said Valle.
Classes, Valle said, were more professional and productive. The
professors were described as well-presented, with suits, or at
least blazers. The students’ conduct was very respectable,
with complete silence when the professor spoke, and high-class
involvement and engaged discussion.
Simmons describes classes today as having some class chatter,
usually if online lectures are available and the professors’
attire as being very casual.
In Simmons’ view, most of the technological advancement
has had positive effects on education.
Eduardo Melendez, a third-year English student, agrees about the
convenience of the Internet but said he believed that online
research databases will lead to fewer students reading books and
visiting libraries.
“Nothing beats reading a book,” Melendez said.
“I can take a book with me everywhere but you need a desk for
the Internet. It ties you down to physical limitations.”
Also, the validity of non-authenticated internet sources is
difficult to discern, and factual inaccuracies abound in many
internet sources.
Simmons said that the only reason he goes to the library these
days is to use the computer, which has become an educational
necessity.