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Automobile Traffic Impact of Distance Learning

Automobile Traffic Impact of Distance Learning
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Author(s): Norbert Mundorf (The University of Rhode Island, USA), Nikhilesh Dholakia (The University of Rhode Island, USA), Ruby Roy Dholakia (The University of Rhode Island, USA) and Jing J. Xiao (University of Arizona, USA)
Copyright: 2009
Pages: 6
Source title: Encyclopedia of Distance Learning, Second Edition
Source Author(s)/Editor(s): Patricia L. Rogers (Bemidji State University, USA), Gary A. Berg (California State University Channel Islands (Retired), USA), Judith V. Boettcher (Designing for Learning, USA), Caroline Howard (HC Consulting, USA), Lorraine Justice (Hong Kong Polytechnic University, Hong Kong) and Karen D. Schenk (K. D. Schenk and Associates Consulting, USA)
DOI: 10.4018/978-1-60566-198-8.ch020

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Abstract

In industrial societies, and also in developing countries, automobile travel is increasingly associated with pollution, congestion and urban sprawl, entailing social and economic costs for both drivers as well as communities. Increasing travel volume and longer average commute, much of it spent stuck in traffic, are taxing community and private resources. Experts from various disciplines agree that it is desirable to manage this increase and at the same time slow the rate of growth. Building additional highways is not considered a desirable alternative in terms of both ecological and monetary costs. Under these conditions, virtual mobility, involving the use of interactive technologies, may prove to be a viable alternative for activities that otherwise require physical transport. It can aid in the reduction of miles traveled and resulting environmental, social and economic impacts. Interactive applications include telework, telebanking, teleshopping, telemedicine and distance learning (DL), which generate considerable revenue from sources other than limited household media and communication budgets (Mundorf & Bryant, 2002).

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