DISRUPTIVE TECHNOLOGIES IN HIGHER EDUCATION IN THE CONTEXT OF COVID-19 PANDEMIC

2021 ◽  
Author(s):  
Ioan-Matei Purcărea ◽  
Andra-Victoria Radu ◽  
Ivona Stoica (Răpan) ◽  
Mihaela-Ioana Gurău
Keyword(s):  
Higher Education ◽  
Disruptive Technologies

Education 4.0

2020 ◽  
pp. 181-200
Author(s):  
Sana Moid
Keyword(s):  
Higher Education ◽  
Education System ◽  
Social Transformation ◽  
Future Trends ◽  
Demographic Structure ◽  
Higher Education System ◽  
Disruptive Technologies ◽  
The World ◽  
Education Model

Education 4.0 is an education model aligned with future trends in order to develop and enhance individualized education that will eventually go on to define the manner in which youngsters of the future will work and live. Since youth are the main asset of any nation, education becomes the most powerful tool for social transformation. India's demographic structure is changing; while the world grows older, the Indian population is becoming younger, and by 2025, about two-third of Indians will be in its workforce. A few issues addressed in this study are to identify the drivers of Education 4.0, to identify and understand the role of disruptive technologies, to study the transition from Education 1.0 to Education 4.0 and its relevant impact on the higher education system.

scholarly journals The Impact of Disruptive Technologies on Higher Education in Indonesia

2021 ◽  
Vol 5 (1) ◽  
pp. 22
Author(s):  
Usep Mohamad Ishaq
Keyword(s):  
Higher Education ◽  
Quantitative Data ◽  
Negative Impact ◽  
National Development ◽  
Educational Institutions ◽  
Disruptive Technology ◽  
Disruptive Technologies ◽  
Learning Institutions ◽  
The Impact ◽  
Official Sources

<span>This paper will analyze the extent of predictions to what extent the disruption predicted by Christensen has influenced the dynamics of universities in Indonesia and whether we have readiness in facing the disruption era and what strategies need to be taken so that universities can survive and carry out their role as important educational institutions in National development. The method used in this study is to study literature and collect quantitative data from various official sources including official reports from the Indonesian Ministry of Research and Technology and Higher Education and then process the data. The result of the study shows that disruptive technology has a negative impact only on learning institutions closely related to specific professions. However, the impact not so much shown in general.</span>

Social Networks, Online Technologies, and Virtual Learning

2012 ◽  
pp. 266-279
Author(s):  
Lydia Rose
Keyword(s):  
Higher Education ◽  
New Technologies ◽  
Cultural Practices ◽  
Learning Technologies ◽  
Cultural Norms ◽  
Online Information ◽  
Online Technologies ◽  
Disruptive Technologies ◽  
Communications Technologies ◽  
Educational Structures

The disruptive communications technologies to higher educational structures today mimics the disruptive nature of ideological advances to learning technologies that were experienced in past decades regarding higher education. Online cloud computing in the areas of interactions, communication, social networking, and online information resources are applicable technologies to higher education. Educational establishments have the option of offering virtual online educational experiences as well as credentials that challenge traditional modes and practices of many colleges and universities. The dilemma facing educational structures is to recognize which conditions and practices need to be restructured into the learning environment and what cultural norms need establishing regarding these new technologies. This chapter is organized by situating education and academia within a technological/historical-ideological context, follow the global progression and distribution of communications technologies as disruptive technologies, and applying social network theory in establishing cultural practices as articulating global revolutionary/counterrevolutionary practices of virtual education.

Disruptive Technologies and Education

2016 ◽  
pp. 643-663
Author(s):  
Kin Wai Michael Siu ◽  
Giovanni Jesue Contreras García
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Rapid Development ◽  
Communication Technologies ◽  
Disruptive Technologies ◽  
Academic Activities ◽  
Information And Communication ◽  
E Learning ◽  
Set Up ◽  
Historical Developments

With the rapid development of information and communication technologies at the beginning of the 21st century terms like ‘Cloud Learning,' ‘Mobile Learning,' ‘e-Learning,' and ‘MOOCS' have been added to the long list of ‘disruptive' technologies expected to revolutionize education forever. But while it is easy to see how ICT's have put unimaginable amounts of information at the fingertips of students, can we say that this is truly revolutionizing education? Are higher education institutions adjusting their pedagogic practices to make full use of these technologies? In fact, are they using them at all? In this chapter we take a closer look at the use of Information and Communication Technologies (ICTs) in higher education and report findings from a study asking how these technologies are being used in academic activities. We set up the framework for the discussion by reviewing some of the most important historical developments in educational technology to then move on to present the study's results. The chapter closes by contrasting these results with past predictions about the disruptive potential of ICTs and finally reflecting on the steps that will have to be taken in order to make the most out of these technologies.

To MOOC or not to MOOC?

2014 ◽  
pp. 210-223 ◽  
Author(s):  
Cathrine Tømte ◽  
Arne Fevolden ◽  
Dorothy Sutherland Olsen
Keyword(s):  
Higher Education ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Massive Open Online Courses ◽  
Educational Institutions ◽  
National Context ◽  
Disruptive Technologies ◽  
Educational Challenges ◽  
The Us ◽  
The World

Inspired by examples in the US and Europe, many Higher Education Institutions (HEIs) in Norway are exploring how they can use Massive Open Online Courses (MOOC) and other technologies to shape the classrooms of the future. This chapter briefly reviews expectations of MOOCs including both xMOOCs and cMOOCs and what they might do for higher education in a national context. Thereafter, it considers the development of MOOCs in relation to theories of disruptive technologies and national adoptions and/or adjustments to MOOCs. In this, the authors examine how Norwegian educational institutions are utilizing digital technology to support various solutions of online learning to address educational challenges. This approach is relevant as it serves as an example of how countries around the world explore the new possibilities that come with the MOOCs and other ubiquitous technologies and how they relate these to their existing organization of higher education.

The Dawn of the Academic Revolution: An Individual Contribution to Shaping the Future of Universities

2020 ◽  
Vol 12 (4) ◽  
pp. 385-395
Author(s):  
Marko Savic
Keyword(s):  
Higher Education ◽  
Personal Experience ◽  
Industrial Revolution ◽  
Economic Transformation ◽  
Student Debt ◽  
Disruptive Technologies ◽  
Stakeholder Groups ◽  
Higher Education Transformation ◽  
Near Future ◽  
Education Transformation

A dramatic global socio-economic transformation is challenging the traditional university models. Disruptive technologies are quickly changing the way we live and work, inducing shifts in occupational structures and pushing demand toward new skills and competences. Several factors such as the rise of neoliberalism and knowledge economy, the 2008 global economic crisis, Fourth Industrial Revolution, the 2020 COVID-19 pandemic, the continuing emergence of online learning, the amount of student debt, and employers’ dissatisfaction are generating pressure to reconsider global higher education systems. The key stakeholder groups—governments, education institutions, employers, and learners are seeking for new models that are more learner-oriented. The power struggle between various tensions within the current volatile, uncertain, complex, and ambiguous landscape generates a range of scenarios for the universities’ futures. Regardless of which scenario prevails, it is likely that academia will undergo a significantly dynamic transformation in the near future. Following a literature review shaped by personal experience in higher education, the author analyzes macro factors that may affect higher education in the forthcoming decade, with the aim of supporting strategic planning by universities. By generating a set of potential scenarios—Transformative, Market, and Fortress, the author identifies three possible futures to add to the debate about the direction and intensity of the required higher education transformation.

Preparing for the future of higher education

2015 ◽  
Vol 23 (4) ◽  
pp. 323-330 ◽  
Author(s):  
Tashfeen Ahmad
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Service Providers ◽  
The Internet ◽  
Content Type ◽  
Educational Stakeholders ◽  
Disruptive Technologies ◽  
Traditional Service ◽  
Potential Benefits ◽  
Education Delivery

Purpose – This paper aims to assist lecturers, universities and their administrators in preparing for the evolving future of higher education. Disruptive innovations in higher education delivery, with the internet as a driver, are creating potential benefits and challenges for traditional service providers. This paper will reflect on how academics should evolve, in the age of the internet, and maximize the benefits of all stakeholders. Design/methodology/approach – This opinion piece emerged after reviewing the latest research and best practices which can improve higher education delivery. Findings – Significant benefits and opportunities can be unlocked if educators apply and incorporate new learning styles and practices. While the pace and momentum is uncertain, this paper re-confirms that disruptive technologies will lead to inevitable changes in higher education. Technology and knowledge have become more accessible and transferable irrespective of location. It is therefore imperative that educational stakeholders seize the opportunity to adjust their methodology and delivery approaches to remain relevant and maintain their value proposition. Originality/value – Educators should rethink how they deliver education, as the traditional model evolves. This paper offers a proposal to navigate the challenges ahead.

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