Learning from success stories when using eLearning and bLearning modalities in higher education: a meta-analysis and lessons towards digital educational transformation (original) (raw)
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The Inconvenient Truth About Digital Transformation in Higher Education
Advances in Educational Marketing, Administration, and Leadership, 2019
The proliferation of technology into the teaching and learning process has drawn ire in certain quarters of education. This chapter takes up this train of thought to elucidate on certain aspects of the digital transformation of higher education processes which threaten to suffocate the humanistic aspects of the educative process. Special focuses are placed on the pervasive and invasive encroachment of technology into all aspects of teaching, learning, and assessment in terms of its actual value to the end users—the students. The authors highlight how universities are now reflecting Giroux's neoliberalism and Ritzer's McDonaldization in their management and, consequently, depriving instructors and students of the opportunity to true quality education that should pivot on humanistic values and not the accumulation of grades. Apart from these theoretical bases, the authors present arguments drawn from empirical evidence and their own experience as long-serving academics.
(Digitally) transforming education in a large university
9th International Conference on Higher Education Advances (HEAd'23)
The world is changing faster than ever and so is the context of higher education. Students need to develop an agile mindset and corresponding generic skills for the flexible workplace that awaits them and the many societal challenges they face. Pedagogical and technological change can no longer be postponed by higher education institutes. However, this (digital) transformation is not an easy task. This paper elaborates on the process of digital and educational transformation at KU Leuven (Belgium), one of Europe’s oldest and largest research-based universities, from a meta-perspective. Through several examples, challenges and opportunities to trigger a shift in workforce, technology and culture are explained. The applied network-based model of educational development, pedagogical action research project methodology and informal initiatives definitely play a crucial role.
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The recent unexpected impact of the global pandemic on higher education has caused universities, governments, students, and teachers to reexamine all components of existing systems, including how to become more effective and efficient in using technologies for education. We have seen that moving classes online—either blended or fully online—can be done rapidly, but early reports show huge variations in quality, acceptance, completion, and learning. Thus, it is important to examine the existing research literature on pedagogical innovations and practices that use technologies. To understand this complex situation, the present study examines the current technological, organisational, and pedagogical trends and challenges using an exploratory design carried out in three stages. In stage one, a literature review of the academic and grey literature was conducted, identifying 14 trends of interest. These trends were used in a workshop and interview discussion between leading experts in th...
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Academicians' views on digital transformation in education
Iojet, 2018
It is seen that changing information and communication technologies affect and even transform things in almost every area of the digital age that we have in conjunction with Industry 4.0 and globalization. These rapid changes and transformations in the world affect education both as a structure and as learning environments. One of these values has been the digital transformation. As the increasing use of technology in every day and learning environments, now most of the students are born to a digital world. In this context, this study was designed with a phenomenological research design as the qualitative approach in order to determine academics' views on digital transformation in education in terms of program and management processes. The working group consists of 20 faculty members working at 9 different universities in the Department of Educational Sciences. The data were collected with a semi-structured interview form. Results reveal that in the digital transformation process, managers must first create a vision to generate and managed accordingly for an effective learning environment. According to another result, it is possible that school shareholders are involved in this transformation process by letting them access the place and time by supporting content and infrastructure which is technologically appropriate. It is recommended that educational administrators and program specialists be ready for this transformation and have the qualities to manage this transformation.
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Digital Transformation in Higher Education: Drivers, Success Factors, Benefits and Challenges
Human, Technologies and Quality of Education, 2022
Digital transformation (DT) is rapidly penetrating all spheres of human life, and higher education is no exception. This process is inevitable and ensures competitive advantage and other benefits for Higher Education Institutions (HEI) in case of success. Due to the COVID-19 pandemic, HEIs worldwide were forced to completely transform their working methods and go digital in a very short period. Some institutions are more successful in this transformation by possessing the ability to overcome DT challenges and combining internal and external success factors. This research aims to identify what drives digital transformation in Higher Education Institutions, what benefits are there for them, what challenges they need to overcome, and what are the success factors of digital transformation in higher education.
9th International Conference on Higher Education Advances (HEAd'23)
Digital transformation (DT) in Higher Education Institutions (HEIs) affects the learning environment with digitally-enhanced teaching methods, student assistance, and administration processes. HEIs develop strategies to exploit the chances offered by DT. Our study investigates the connection between the strategic work of HEIs on DT and how students perceive the results of this work in their daily studies. We applied a case study design on a Swedish HEI to gather our results. Results show that students are somewhat positive about the strategic work but still perceive digitalization as a barrier to collaborating with peers and lecturers. Our research contributes to knowing if the time and effort spent on an HEI’s DT impact the student stakeholder group. By bringing forth ways of improvement, we generate new knowledge about DT processes in HEIs. Thus, we inspire educators and administrators in this industry by putting forward lessons learned and improvements.