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

Orr, Dominic; Weller, Martin and Farrow, Rob (2019). How is Digitalisation Affecting the Flexibility and Openness of Higher Education Provision? Results of a Global Survey Using a New Conceptual Model. Journal of Interactive Media in Education, 2019(1) pp. 1–12.

DOI: https://doi.org/10.5334/jime.523

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.

Viewing alternatives

Metrics

Item Actions

Export

You can export this page using these formats Digital Object Identifier - DOI

About

• Item ORO ID
• 66299
• Item Type
• Journal Item
• ISSN
• 1365-893X
• Project Funding Details

• Funded Project Name	Project ID	Funding Body
  Not Set	Not Set	ICDE International Council for Open and Distance Education

• Keywords
• Open education: Technology enhanced learning; MOOCs; OER; e-learning; higher education; flexible learning
• Academic Unit or School
• Institute of Educational Technology (IET)
• Copyright Holders
• © 2019 The Authors
• Depositing User
• ORO Import