How Is Digitalisation Affecting the Flexibility and Openness of Higher Education Provision? Results of a Global Survey Using a New Conceptual Model

Autor/inn/en	Orr, Dominic; Weller, Martin; Farrow, Rob
Titel	How Is Digitalisation Affecting the Flexibility and Openness of Higher Education Provision? Results of a Global Survey Using a New Conceptual Model
Quelle	In: Journal of Interactive Media in Education, 2019 (2019) 1, Artikel 5 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1365-893X
Schlagwörter	Electronic Learning; Global Approach; Distance Education; Access to Education; Delivery Systems; Adoption (Ideas); Open Universities; Technology Uses in Education; Educational Strategies; Peer Evaluation; Student Evaluation; Credentials; Open Educational Resources; Foreign Countries; South Korea; New Zealand; Nigeria; India; United States; Canada; Indonesia + Suchen Sie Ihr Suchwort? Globales Denken; Distance study; Distance learning; Fernunterricht; Education; Access; Bildung; Zugang; Bildungszugang; Auslieferung; Ideas; Ideenfindung; Offene Universität; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehrstrategie; Schulnote; Studentische Bewertung; Studienbuch; Ausland; Korea; Republik; Neuseeland; Indien; USA; Kanada; Indonesien
Abstract	The adoption of open, online, flexible and technology-enhanced modes of learning (in short: of OOFAT) differs by higher education institution, despite the general cries of revolution and disruption due to digitalisation. This paper presents a new conceptual model for framing difference in three key educational processes (content, delivery and recognition) related to the potential of digitalisation to make these processes more flexible and more open. It is based on the results of a global survey of 69 higher education providers. The findings reveal six distinct archetypes of technology-enhanced higher education which vary according to the extent to which digitalisation is harnessed for content, delivery and recognition, and suggest different institutional strategies of digital adoption. It is hoped that this contribution will support comparative analysis of digitalisation strategies and peer learning between institutions. (As Provided).
Anmerkungen	Institute of Educational Technology, The Open University. Walton Hall, Milton Keynes, MK7 6AA, UK. e-mail: jime@open.ac.uk; Web site: http://jime.open.ac.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01