Adopting Disruptive Technologies in Traditional Universities: Continuing Education as an Incubator for Innovation (original) (raw)
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The global economy and trade had been halted by the COVID-19 outbreak, and in this new era of independence and home-made goods, consumer demand for social and economic services had plummeted. The world has shifted to a more disruptive technology as a result of COVID-19. Technology that causes a dramatic shift in either the price or availability of an existing good or service is considered disruptive. Such technologies include the blockchain, robotics, decentralized energy systems, digital services, and many more. While the future of the world is uncertain, research to date indicates that disruptive technology holds extraordinary promise for the social and economic sectors. Covid’s effect is fading, and as a result, businesses are picking up speed again, and with that come a spate of innovations with the potential to cause major disruptions. Disruptive technologies serve many purposes and affect various industries. Online healthcare, blockchain-based monitoring systems, robots that transport food and medications, remote working solutions, 3D printing technology to maintain a social distance in manufacturing plants, and online education platforms are all affected. People are also using artificial intelligence and mobile money as digital services to uphold societal norms. Even though investors are wary, tech firms are seeing large inflows of capital. In Covid-impacted countries, the role of technology differs across industries due to differences in digital maturity and responsiveness. For instance, we breezed through the transition because only those industries that had already begun using disruptive technologies in their operations prior to the Covid era had a foundation upon which to build. Before the Covid era, people were aware of these technologies but did not widely adopt them. The e-commerce, e-learning, and e-payment industries are only a few examples. Emerging economies that have not yet adopted the disruptive technology are forecast to do so in an accelerated way, and a proliferation of online business models and platforms is predicted despite the strong impact in this Covid age. However, it is anticipated that high-middle-income countries will advance at a quicker rate than low-income ones. Healthcare, education, commerce, e-logistics, fintech, and software as a service are just a few of the sectors where demand is predicted to rise. The travel, transportation, and lodging industries all anticipate weak demand. As disruptive technologies become more widely adopted, the importance of having access to the Internet and possessing the necessary digital skills will increase. To hasten their digital transformation, private businesses may eventually outsource the management of their relationships with vendors, customers, and employees to technology firms. In reaction to uncertainty, this article aims to contribute to the ongoing discussion about the integration of technology into education. This will be done by demonstrating the importance of technology in modern education through the use of blended learning and online education. Technology, it is said, should be seen not just as a tool but also as a medium that moulds society. In light of this, it is essential that the incorporation of technology into education be accompanied by ongoing reflection on the discernible qualities of technology as a medium that is neither value-neutral nor a disembedded force. However, technology is inherently related to and influenced by social contexts and dynamics. The purpose of this article is to draw attention to the social embeddedness of technology by highlighting its interdependence on advances in other spheres of society like economics. It is important to consider the nature of technology as a medium in order to use it more effectively and ethically in the classroom. Given the prior examination of technology’s social embeddedness, the potential difficulties and advantages of using technology as a medium for instruction are highlighted and examined. Technology-enhanced learning is discussed, with a focus on its potential usefulness in higher education.
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According to Harvard professor and business expert Clay Christensen (Christensen & Eyring, 2011), the higher education sector is next in line for significant disruption, a drastic change that develops a new way of doing business, brought on by technological and societal shifts. The film industry, for example, has been permanently disrupted by streaming video services like Netflix and Hulu; the music industry by digital music services like Spotify, iTunes, and Pandora; the transportation industry by on-demand car passenger services like Uber and Lyft; and so on. Traditional methods of higher education are being challenged, and as a result, students, teachers, and alums are experiencing shifts in their daily routines. In order to grow and remain financially stable, universities of all sizes and types are quickly adopting the technologies that are essential to doing so. The purpose of this article is to assess the disruptive trends now influencing higher education and impacting student lives and nation's economy.