The disruptive power of online education pdf free download

As digital and mobile technologies are developing further, higher education institutions must embrace these developments to meet the needs of their learners and to not become irrelevant.

Disruptive effects also become evident on a pedagogical level, where student engagement, collaboration and social learning, gamification and serious games, competency-based learning, teacher training, and overcoming geosocial divides are high on the agenda. This book considers the effect of online elements and their design on university business models and internationalization, course design, massive open online courses MOOCs , and the scalability of online programs.

It also explores how higher education institutions across the globe respond and react to the challenges and opportunities evolving in online education. Chapter 1. Chapter 4. Chapter 5. Beth Page. Chapter 6. Schmitz and Jan Foelsing. Chapter 7.

Chapter 8. Chapter 9. Chapter About the author. The paper highlights the challenges of integrating online learning into internationalisation strategies and explains how double degree programmes such as the RRU-MCI collaboration provide advantages that help overcome the challenges associated with online programmes that enrol students from different countries.

In this chapter, we, the authors Bishop, Etmanski and Page, argue for the need to disrupt the traditional notion of faculty solely as expert. We redefine the online faculty role to be that of a facilitator who creates the space for students to engage with both content and other students in the class. We discuss the adult learning principles behind our practices and our attention to building community.

To illustrate what our online teaching work looks like in practice, we begin by providing a creative script on what online learning could look like. We then speak to utilising the specific strategies of online forums, behind the scenes outreach, synchronous meetings and assignments to create rich engagement in the online environment for higher education and learning. We place a strong emphasis on building community among our students from the start of course and throughout.

Recognising that people respond differently to different scenarios and have different learning preferences, we seek to offer a diverse range of options for experiencing community, with the intention of offering the possibility of belonging for everyone. The intention to create space for engagement in online learning has challenged us to continually ask ourselves how we can adapt or create new activities and experiences for the online learning environment, so as to enhance engagement.

During the past decade, fast-paced changes created a new environment organisations need to adapt to in an agile way. To support their transformation, organisations are rethinking their approach to learning.

They are moving away from traditional instructor-centred, standardised classroom-based learning settings. The development of digital tools, specifically network technology and social collaboration platforms, has enabled these new learning concepts. The use of these new learning concepts in organisations also has implications for higher education.

The present case study, therefore, investigates how universities can best prepare future employees and leaders for these new working environments, both on a content level and a methodological level.

It also investigates if these new learning concepts can support universities in dealing with a changing environment. The investigated case is a traditional face-to-face leadership lecture for a heterogeneous group of students.

It was reconceptualised as a personalised and social collaborative learning setting, delivered through a social collaboration platform as the primary learning environment. The findings also supported previous challenges of computer-supported collaborative learning settings, such as the perception of a higher cognitive load. The implications of these results for the future teaching and business models of higher education are discussed.

In addition, the potential of these computer-supported social collaborative learning settings is outlined. As a result of the rapid technological innovation and its disruptive power also on the educational sector, teaching and learning practices changed fundamentally and new forms of education, as well as totally new degree programmes emerged. Today, higher education institutions HEIs make use of different online resources and new collaborative tools by integrating digital technologies and the internet fully within the curricula.

However, although online education offers numerous advantages and has the power to overcome traditional barriers in education as time and space, many higher education institutions are still struggling with issues such as fostering student collaboration on one hand and reducing feelings of social isolation on the other. In the present case study, we analyse a blended Bachelor degree programme in Management at a European business school with the aim to provide practical suggestions and inspiration for implementing e-learning and online education in higher education.

The introduced case demonstrates how collaborative learning aspects, organisational and pedagogical structures, philosophical assumptions and educational settings can be combined to decrease one of the main challenges in online education, namely distance.

The geosocial divide that separates many rural regions of Alaska continues to present considerable challenges, such as those that have long plagued the Yukon-Kuskokwim region with cultural and value conflicts. Lack of empirical data and improper identification of the root causes of the ongoing socio-political, cultural and economic disparities between rural Alaska and the rest of the country contribute to the general misconceptions of the turbulent nature of life on the tundra today.

In this isolated region, the state has built dozens of schools that largely employ non-Natives. Teacher certification requirements have largely alienated Alaska Natives from pursuing careers in their home villages due to cost, lack of access, lack of student support and irrelevant curriculum. Despite rigorous standards and extraordinary funding opportunities, the current model has traditionally underperformed against both state and national norms.

This research targets a project that re-conceptualizes the teacher certification pipeline for remote Alaska Native villages via the utilisation of a competency-based bilingual curriculum, mentoring and interactive learning delivered via hybrid and online formats. The Native Teacher Certification Pathway proposed will be significant both in its local impact on unemployed adults and Yupik youth, and globally as a site for innovation in the application, delivery and assessment of evidence-based student support activities and programmes.

Leveraging place, identity, language and values make learning incredibly powerful, increases efficacy and creates a true impact. Universities and business programmes that are sensitive to this fact and tailor their programmes appropriately will likely see a greater return on their investment. While some may perceive technology as disruptive in higher education, this chapter makes a case that video technology can be used to increase collaboration and engagement in learning and teaching.

It is argued that digital storytelling can be integrated as part of the assessment in graduate-level courses without compromising expectations related to academic rigor. Rather, digital storytelling advances multimedia literacy for the individual and supports the generation of bounded learning communities, specifically in online and blended programmes. Covering social presence, teaching presence and cognitive presence, the chapter draws on two examples of digital storytelling used in the MA in Conflict Analysis and Management and the MA in Global Leadership at Royal Roads University, Canada.

Overall, the chapter makes a contribution to the conversation of how assessment formats can be updated to match the shift from traditional, lecture formats and brick-and-mortar institutions to applied, collaborative programmes that are often delivered in blended and online formats.

Thus, as the field of higher education continues to evolve and adapt alongside technological innovations, the chapter suggests that digital storytelling can be one way to complement and update assessment formats to match the evolution of the twenty-first century. Game-based learning or simulation-based learning — especially Serious Games — are notions of the contemporary discourse on digitalisation in the higher education sector in Germany.

These methods offer a more vivid and motivating learning context and they help to improve important competencies for reaching work-related higher education goals.