Reaction to Dr Flavin's Disruptive Innovation and Technology Enhanced Learning

Autor/in	Anderson, Terry
Titel	Reaction to Dr Flavin's Disruptive Innovation and Technology Enhanced Learning
Quelle	In: Psychology of Education Review, 45 (2021) 1, S.26-29 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9807
Schlagwörter	Stellungnahme; Educational Innovation; Educational Change; Educational Technology; Higher Education; Criticism; Encyclopedias; Electronic Publishing; Open Universities + Suchen Sie Ihr Suchwort? Instructional innovation; Bildungsinnovation; Bildungsreform; Unterrichtsmedien; Hochschulbildung; Hochschulsystem; Hochschulwesen; Kritik; Encyclopedia; Enzyklopädie; Elektronisches Publizieren; Offene Universität
Abstract	Besides a lack of focus on the context in which the innovation thrives or dies, the author takes issue with some of Dr. Flavin's choice of examples. Flavin argues that Wikipedia has disrupted higher education. The author is a supporter of Wikipedia (both through donation and article edits) and uses it regularly, but does not believe it has had significant effect on higher education. The author argues that the real disruptive innovation in higher education globally has been the over 20 open universities around the world. Inspired by the UK Open University many of these Universities have grown to enroll hundreds of thousands or even over a million students (China, Turkey, Indonesia and India). In some ways these universities have succeeded by drastically reducing tuition costs for students -- often, but not always at the expense of research prowess (see Daniel, 2013; Guri-Rosenblit, 2019; Tait, 2018). Like Flavin, the author thinks that placing powerful networked computers in the hands and homes of students is disruptive. Now students are free to learn with flexibility of time and place and as importantly to choose the way they are taught from a variety of online sources -- even as they remain enrolled and are assessed by traditional universities. However, the author concludes, it isn't the technology itself, but the ways that users (both teachers and students) use that technology that makes a difference. [For the original article, "Disruptive Innovation and Technology Enhanced Learning," see EJ1288163.] (ERIC).
Anmerkungen	British Psychological Society. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-116-254-9568; e-mail: info@bps.org.uk; Web site: https://beta.bps.org.uk/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01