scholarly journals Handling disruptive innovations in HE: lessons from two contrasting case studies

2015 ◽  
Vol 23 ◽  
Author(s):  
Stephen Powell ◽  
Bill Olivier ◽  
Li Yuan
Keyword(s):  
Higher Education ◽  
Case Studies ◽  
Business Model ◽  
New Technology ◽  
Organisational Change ◽  
Disruptive Innovation ◽  
Learning Technology ◽  
Educational Innovations ◽  
Online Distance Education ◽  
Online Distance

This article aims to show how Higher Education Institutions (HEIs) can recognise and best respond to a disruptive innovation. A disruptive innovation creates a new business model using a new process and usually a new technology to offer a product or service with new features and/or lower cost and initially addresses a group of people who are either unserved or overserved by existing offerings. By contrast, a sustaining innovation may use the same technology, but enhance an existing business model. To illustrate this, we set out two case studies that each implement the same innovative model of work-focussed learning differently: one in an autonomous sub-unit of an HEI, while the other sought to embed the same model in existing faculty activities in another HEI. The theory of disruptive innovation (Bower and Christensen 1995) is set out and used to understand types of innovation, from sustaining to disruptive, and to identify the model of work-focussed learning as a disruptive innovation. We then used this to analyse the subsequent trajectories and different outcomes of the two case studies. Our aims then were (1) to show how disruptive innovation theory can be used to recognise different types of innovation and (2) to suggest the appropriate way to organisationally structure disruptive educational innovations as semi-autonomous enterprises. We also note potential constraints that government policy may place on HEIs attempting to respond to disruptive innovations.Keywords: disruptive innovation; business model; online distance education; organisational change; higher education(Published: 24 July 2015)Citation: Research in Learning Technology 2015, 23: 22494 - http://dx.doi.org/10.3402/rlt.v23.22494

Applied Competences for Students by Using M-Learning Devices in Higher Education

2016 ◽  
pp. 453-476
Author(s):  
José-Alberto Herrera-Bernal ◽  
Darinka del Carmen Ramírez-Hernández ◽  
María-Soledad Ramírez-Montoya
Keyword(s):  
Higher Education ◽  
Collaborative Work ◽  
Research Question ◽  
Basic Knowledge ◽  
Learning Technology ◽  
Learning Tools ◽  
Online Distance Education ◽  
Management Evaluation ◽  
Self Study ◽  
Online Distance

The purpose of this chapter is to present a case study for evaluating the competences (knowledge, skills, and attitudes) applied by students in Higher Education by using m-learning devices in a course taught in an online distance education. The research question was: Which skills do the students need to learn through m-learning devices? Two variables used in this study were: m-learning and learning technology skills. The results shows that m-learning becomes an extension, addition and/or evolution of online studying and that the student requires a set of basic knowledge and skills to handle cell phones and iPods as learning tools. Students also develop skills in computing, communication, productivity, relationships, leadership, self-study while being involved in a study mode such as mobile learning. Students also require competences such as self-management, evaluation and selection of information, creativity, communication and collaborative work.

Applied Competences for Students by Using M-Learning Devices in Higher Education

2020 ◽  
pp. 44-67
Author(s):  
José-Alberto Herrera-Bernal ◽  
Darinka del Carmen Ramírez-Hernández ◽  
María-Soledad Ramírez-Montoya
Keyword(s):  
Higher Education ◽  
Collaborative Work ◽  
Research Question ◽  
Basic Knowledge ◽  
Learning Technology ◽  
Learning Tools ◽  
Online Distance Education ◽  
Management Evaluation ◽  
Self Study ◽  
Online Distance

The purpose of this chapter is to present a case study for evaluating the competences (knowledge, skills, and attitudes) applied by students in Higher Education by using m-learning devices in a course taught in an online distance education. The research question was: Which skills do the students need to learn through m-learning devices? Two variables used in this study were: m-learning and learning technology skills. The results shows that m-learning becomes an extension, addition and/or evolution of online studying and that the student requires a set of basic knowledge and skills to handle cell phones and iPods as learning tools. Students also develop skills in computing, communication, productivity, relationships, leadership, self-study while being involved in a study mode such as mobile learning. Students also require competences such as self-management, evaluation and selection of information, creativity, communication and collaborative work.

scholarly journals Strategies for innovative teaching and learning Part 1: Foundational discussion of online learning technology

2021 ◽  
Vol 11 (6) ◽  
pp. 67
Author(s):  
Cynthia M. Thomas ◽  
Constance E. McIntosh ◽  
Diana Bantz
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Learning ◽  
Teaching And Learning ◽  
Learning Technology ◽  
Innovative Teaching ◽  
Online Distance Education ◽  
College Degrees ◽  
Advantages And Disadvantages ◽  
Online Distance

The evolution from traditional on campus education to the current distance education modalities using online learning and technology systems have changed how higher education is delivered to thousands of students and faculty. Technology is changing how faculty teach and how students earn higher education degrees. Many students are seeking the flexibility, and independence online distance education offers to earn college degrees often without leaving home. However, some faculty may not be experienced at developing, delivering, and evaluating online distance courses to meet the needs of student learners. This initial paper will guide faculty through a short history of distance learning, the positives and negatives of online learning vs traditional on campus learning, advantages and disadvantages of distance online learning, and the initial considerations for establishing an online course.

Tempus Demed project and operational solutions for online distance education

CADMO ◽  
2012 ◽  
pp. 21-37
Author(s):  
Antonella Poce ◽  
Francesca Corradi
Keyword(s):  
Higher Education ◽  
Reference Area ◽  
Present Contribution ◽  
Online Distance Education ◽  
Funding Programme ◽  
Close Cooperation ◽  
Online Distance ◽  
Definition Of ◽  
Online Seminar

Lps-Diped - Universitŕ Roma Tre chaired the Tempus Demed - Development of Master Study Programmes in Education (2009-2011) - project. The project's main objective was the renovation of the Masters courses in Education in certain Balkan countries (Macedonia, Albania e Kosovo). The basic intention involved the adaptation of the higher education provided in the cultural reference area to the principles established within the European context. In particular, during the Dublin Conference in 2004, the so-called Bologna follow up group drew a number of indicators. As already mentioned, at different times, EU policy has highlighted the need to carry out actions aimed at a renovation of higher education cycles, but not much was provided in terms of definition of the curricula, especially for the second cycle of studies. The Demed project also attempted to fill a gap in this regard, operating an indepth revision of this level of studies in the Education sector in Albania, Kosovo e Macedonia. This intervention, moreover, was always carried out working in close cooperation with the partner countries, so that the support provided by Lps Diped, as leader, by Cdell - Centre for Developing and Evaluating Lifelong Learning - University of Nottingham (UK) and by DPU - Arhus University (DK) was realized with an actual collaboration programme, and never resulting as an imposition of certain Western models. The present contribution, therefore, is intended to give a general overview regarding the Tempus funding programme, a description of the Demed project itself, a synthetic report of the online seminar broadcasted to Seeu staff during the project period and of the data collected while evaluating the same experience.

Blending Technology-Centric Strategies for Faculty Development in Higher Education

2017 ◽  
pp. 90-107
Author(s):  
Ute S. Lahaie ◽  
Jacqueline M. Mumford
Keyword(s):  
Higher Education ◽  
United States ◽  
New Technology ◽  
Education Institution ◽  
The United States ◽  
Faculty Members ◽  
Future Research ◽  
Learning Technology ◽  
Pedagogical Approaches

Many universities in the United States are working to incorporate innovative 21st century skills, new active learning pedagogical approaches, and technology. Creating new physical and virtual spaces requires agile faculty professional for technology-centric experiences. Designing and offering meaningful professional development to faculty members in new virtual and physical learning technology-centric environments is a challenge. This case study explores the journey of one higher education institution in the Midwest as they implemented new technology-centric strategies, initiatives, and support. Data from faculty participants indicate the program's success and establish an agenda for future research.

The Administration of Online and Distance Education

2011 ◽  
pp. 40-44 ◽  
Author(s):  
Gary E. Miller
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Learning ◽  
Research Collaboration ◽  
Academic Community ◽  
Institutional Research ◽  
Online Distance Education ◽  
Administrative Leaders ◽  
Online Distance

The advent of online learning has transformed dramatically the administration of distance education in higher education. As online learning becomes ubiquitous in both campus-based and distance education—and also becomes a tool to facilitate inter-institutional research collaboration and relations with industry—online distance education has moved closer to the mainstream of the academic community. This raises a variety of challenges for the institutions and for online and distance education administrative leaders.

scholarly journals Linking Education and Research: A Roadmap for Higher Education Institutions at the Dawn of the Knowledge Society

2019 ◽  
Author(s):  
Per Berglund ◽  
Per Dannetun ◽  
Wai Lee Chan ◽  
Julie Gold ◽  
Sam Han ◽  
...  
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Problem Solving ◽  
Student Performance ◽  
Case Studies ◽  
Higher Education Institutions ◽  
New Technology ◽  
Knowledge Society ◽  
Research Education ◽  
Training Service

In an era characterized by a move towards a “knowledge society”, universities are central in fostering “knowledgeability”, that is the reflexive understanding of knowledge in knowledge societies. The objective of “knowledgeability” can be met through creating a stronger link between education and research. Furthermore, overall student performance, for example in critical thinking and problem solving, can be improved if research-related activities are incorporated into the curriculum. The aim of this paper is to use inter-national examples to discuss the research- education nexus from four different perspectives, namely context, policy, im- plementation and quality, with case studies from higher education institutions in Singapore and Sweden. We suggest that different integrative technologies can be used to enhance the links, but it will be essential to consider the inputs of training, service and support in using new technology. Interestingly, the act of evaluating the link between edu- cation and research will increase awareness of this linkage by stakeholders involved in both education and research. In turn the link can be strengthened, contributing to increased quality in both education and research.

Determined to Learn: Accessing Education Despite Life-Threatening Disasters

2008 ◽  
Vol 12 (1) ◽  
Author(s):  
Claudine SchWeber
Keyword(s):  
Higher Education ◽  
New York ◽  
Hurricane Katrina ◽  
New Orleans ◽  
Right To Education ◽  
Online Distance Education ◽  
Life Threatening ◽  
Online Distance ◽  
The Right ◽  
Education Coursework

The ‘right to education’ proclaimed by the 1948 Universal Declaration of Human Rights requires access to learning as well as the support systems. Since access can be interrupted by various circumstances, the possibility of providing continuity despite external dangers by using online distance education, offers an intriguing and valuable option. For example, life-threatening disasters, such as war or hurricanes, can interrupt or halt ongoing higher education coursework. Despite that reality, some students remain determined to continue the learning. How can institutions respond to this determination fast enough to be of use and effective enough to maintain their educational reputations? Empire State College’s (New York) activities in its Lebanon Residence Program after the 2006 war and Xavier University in New Orleans’ actions in the aftermath of Hurricane Katrina provide valuable answers. Together with the unique Sloan Semester--created to temporarily provide educational continuity for hurricane affected students-- these programs also offer lessons on resilience and survival in a crisis.

Online and Distance Education in the Era of Rampant Technological Revolution

2019 ◽  
pp. 237-251 ◽  
Author(s):  
Hasan Ucar
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Thinking Styles ◽  
Technological Transformation ◽  
Online Distance Education ◽  
Technological Developments ◽  
Information And Communication ◽  
Online Distance

Developments in information and communication technologies have reached an all-time high. These improvements have accelerated the transformation of higher education milieus on all sides. Accordingly, higher education institutions have begun to be delineated by these technological developments, activities, and practices. This technoculture era has started a new interaction among communication technologies, teachers, and learners. Herein, transhumanism regards changes in societies through these technological interactions and transformations. The worldwide technological transformation is approximating all societies and cultures to Marshall McLuhan's notion of a global village day by day as a consequence of the technology paradigm. The heydays of the developments in technologies affect all human beings at all points from living, learning, communicating to eating and even thinking styles. Taking these points into account, this chapter will explore how these variables may influence the online distance education milieus in terms of technoculture and transhumanism perspectives.

Three Strategies for the Use of Distance Learning Technology

2000 ◽  
pp. 52-68
Author(s):  
William E. Rayburn ◽  
Arkalgud Ramaprasad
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
New Technology ◽  
Learning Technology ◽  
Public Television ◽  
Carnegie Classification ◽  
Use Of Technology ◽  
The Future ◽  
Remote Sites

“University A” is a small, private liberal arts school with a religious affiliation. Located in a large city, it draws locally and from its particular religious group. With an enrollment under 3,000, it carries a Carnegie Classification of Baccalaureate II and has its own board of trustees. The school has pushed the use of new technology in instruction. For instance, it was one of the first schools in its area to install a fiber optic network across campus. Programs such as business feature the active use of technology to enhance learning. For example, in an international business course, students develop links with fellow students in other countries. However, University A differs from other schools that have embraced new information and communication technology; it has rejected some uses as not appropriate to the mission of the school. For instance, University A will not use videoconferencing to send instruction to remote sites. Why? School leaders feel that a significant part of a student’s experience at University A comes from faculty providing role models, and that role modeling cannot be done through a television monitor. “University B” is a regional public university located in a small town in a heavily rural portion of its state. The nearest small city is an hour’s drive away, and it draws students regionally, mostly from nearby counties. With an enrollment under 10,000, the school carries a Carnegie Classification of Master’s I. For years, University B has used its Continuing Education program in aggressively serving the region, beginning with such means as “circuit rider” faculty who traveled to remote sites to teach classes and broadcast television instruction through local public television. The school has continued its aggressive outreach with new technology. In the 1990s, University B quickly moved into videoconferencing (compressed video) to phase out at least some of the circuit rider faculty. At the same time, the school has expanded the off-campus sites to which it sends instruction. Lastly, University B has augmented its MBA program by bringing in a health care administration concentration from another university via videoconferencing, and it has been considering the future servicing of majors in declining programs such as geography by outsourcing instruction. Officers at the two universities described above were among those at several schools who participated in a series of case studies (Rayburn, 1997). The two schools use distance learning technology (DLT) in very different ways, but they do share at least one common trait: they have clear pictures of how to use available technology. Put another way, they have identifiable strategies for using technology that conform to the missions of the schools. The point of this chapter is to identify and describe strategies for using distance learning technology (DLT) at higher education institutions. Research suggests three major strategies, the “Guest Lecturer” strategy, the “Automated Correspondence Course” strategy, and the “Large Lecture Hall” strategy. All three strategies have antecedents in the recent history of higher education, and each has its own implications for the future. The next section looks at literature and field research on the strategic use of DLT.

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