How Information and Communication Technology Is Shaping Higher Education
Information and communications technologies (ICTs) have had a tremendous impact on science (Selwyn, 2014). They have enabled scientists from fields as diverse as physics and economics to carry out studies that would have been inconceivable half a century ago, and they have brought forth a significant amount of new knowledge. Nevertheless, these technologies have so far only had a moderate effect on higher education and higher education institutions (HEIs) (Bates, 2014). Although educators have made use of presentation software and made teaching material available online, and administrators have made use of learning management systems and used the Internet to recruit new groups of students, the HEIs themselves and the teaching methods they employ have remained largely the same (Bates, 2014; Daniel, 1996). However, this might be about to change.
KeywordsHigh Education Learn Management System Open Educational Resource Cost Disease Disruptive Innovation
Unable to display preview. Download preview PDF.
- Allen, I. E. and J. Seaman (2014) Grade Change. Tracking Online Education in the United States (Wellesley, MA: Babson College/Sloan Foundation).Google Scholar
- Bacow, L. S., Bowen, W. G., Guthrie, K. M., Lack, K. A. and M. P. Long (2012) Barriers to Adoption of Online Learning Systems in U.S. Higher Education. Retrieved from http://www.sr.ithaka.org/sites/default/files/reports/barriers-to-adoption-of-online-learning-systems-in-us-higher-education.pdf.Google Scholar
- Bates, T. (2014) Teaching in a Digital Age. Open Textbook. Retrieved from http://opentextbc.ca/teachinginadigitalage/
- Baumol, W. and W. Bowen (1966) Performing Arts, The Economic Dilemma: A Study of Problems Common to Theater, Opera, Music, and Dance (New York: Twentieth Century Fund).Google Scholar
- Bower, J. and C. M. Christensen (1995) ‘Disruptive technologies: Catching the wave’, Harvard Business Review, 73(1), 43–53.Google Scholar
- Breslow L., Pritchard, D., E., DeBoer, J., Stump, G, S., Andrew, Ho, D. and D., T. Seaton (2013) ‘Studying Learning in the Worldwide Classroom: Research into edX’s First MOOC’, Research and Practice in Assessment, Volume Eight.Google Scholar
- Brusilovsky, P. and C. Peylo (2003) ‘Adaptive and intelligent web based educational systems’, International Journal of Artificial Intelligence in Education, 13, 156–169.Google Scholar
- Christensen, C. M. (1997) The Innovator’s Dilemma: When New Technologies Cause Great Firms to Fail (Boston, MA: Harvard Business School Press).Google Scholar
- Christensen, C. M. and M. E. Raynor (2003) The Innovator’s Solution: Creating and Sustaining Successful Growth (Boston, MA: Harvard Business School Press).Google Scholar
- Daniel, J. S. (1996) Mega-Universities and Knowledge Media. Technology Strategies for Higher Education (London: Kogan Page).Google Scholar
- The Economist (2014, June 28), ‘Creative destruction,’ Leader.Google Scholar
- EFQUEL (2011) Unique. European Universities Quality in e-Learning. Information Package. EFQUEL, Brussels.Google Scholar
- Gaebel, M., Kupriyanova, V., Morais, R. and E. Colucci (2014) E-learning in European Higher Education Institutions: Results of a Mapping Survey Conducted in October–December2013 (Brussels: European University Association).Google Scholar
- Gaebel, M. (2014) MOOCs — Massive Open Online Courses (Brussels: European University Association).Google Scholar
- Hamdan, N., McKnight, P., McKnight, K. and K. M. Arfström (2013) A Review of Flipped Learning, Flipped learning network 2013.Google Scholar
- Ho, A. D., Reich, J., Nesterko, S., Seaton, D. T., Mullaney, T., Waldo, J. and I. Chuang (2014) HarvardX and MITx: The first year of open online courses (HarvardX and MITx Working Paper No. 1).Google Scholar
- Hollands, F. and D. Tirthali (2014a) ‘Why do institutions offer MOOCs?’ Online Learning (formerly Journal of Asynchronous Learning Networks), 18(3), 1–19.Google Scholar
- Kahn Academy, https://www.khanacademy.org/.
- Lage, M. J., Platt G. J. and M. Teglia (2000) ‘Inverting the classroom. A gateway to creating an inclusive learning environment’, Journal of Economic Education, Winter, 30–43.Google Scholar
- Long, P. and G. Siemens (2011) Penetrating the Fog: Analytics in Learning and Education. EDUCAUSE Review, 46(5), 30–32, from http://www.educause.edu/ero/article/penetrating-fog-analytics-learning-and-education.
- Means, B., Toyama, Y., Murphy, R., Bakia, M. and K. Jones (2010) Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies (Washington, DC: U.S. Department of Education. Office of Planning, Evaluation, and Policy Development Policy and Program Student Service).Google Scholar
- Ng, A. (2013) Learning From MOOCs Inside Higher Ed 24.1.2013. Retrieved at https://www.insidehighered.com/views/2013/01/24/essay-what-professors-can-learn-moocs.
- NMC Horizon Report: 2014 Higher Education Edition. Retrieved at: www.nmc.org.
- NOU 2014: 5 MOOCs for Norway — New Digital Learning Methods in Higher Education, The Ministry of Education and Research. Retrieved from https://www.regjeringen.no/contentassets/ff86edace9874505a3381b5daf6848e6/en-gb/pdfs/nou20142014000 5000en_pdfs.pdf.
- Pappano, L. (2012) ‘The year of the MOOC’, New York Times, November 4, Retrieved from http://www.nytimes.com.
- Selwyn, N. (2014) Distrusting Educational Technology. Critical Questions for Changing Times (Abingdon: Routledge).Google Scholar
- Young, J. R. (2013) Beyond the MOOC Hype: A Guide to Higher Education’s High-Tech Disruption (Washington, DC: The Chronicle of Higher Education).Google Scholar