Disrupting the Disruption: A Digital Learning HeXie Ecology Model

Abstract

Broad societal disruptions (i.e., the industrial revolution, digitalisation, and globalisation) have created a need for an increasingly adaptive higher education system in recent decades. However, the response to these disruptions by universities has generally been slow. Most recently, online learning environments have had to be leveraged by universities to overcome the difficulties in teaching and learning due to COVID-19 restrictions. Thus, universities have had to explore and adopt all potential digital learning opportunities that are able to keep students and teachers engaged in a short period. This paper proposes a digital learning HeXie ecology model, which conceptualises elements and relationships pertaining to the societal need for a more agile and digitally resilient higher education system that is better placed to confront disruptive events (such as pandemics) and that is able to produce graduates who are well-equipped to deal with disruption and uncertainty more broadly. Specifically, we propose a digital learning ecology that emphasises the role of self-directed learning and its dynamic interaction between formal, informal, and lifelong learning across a five-level ecosystem: the microsystem, mesosystem, exosystem, macrosystem, and chronosystem. This study contributes to the theoretical literature related to flexible learning ecologies by adopting and incorporating the Chinese HeXie concept into such ecologies.

Proposed model and strategy for Indonesian higher education facing technological disruption and Industrial Revolution 4.0 using Newton's Laws analogy

“…Based on what has been discussed, Newton's laws analogy can provide practical application to higher education in making a management decision related to TD4IR. The results of Newton's law analogy study further complement the results of previous research, which has provided an overview of impact analysis [9,10,11], analyzed readiness and modeling [12,13,14,15,16,17], and how the strategy should handle the TD4IR [18,19,28,29], thereby providing a clearer picture of how higher education in Indonesia should succeed in dealing with technological disruption and Industrial Revolution 4.0. Apart from being a tool for decision-making, this study also contributes to the development of advanced strategic management science.…”

“…Jackson [28] examined the historical processes in higher education, found three reoccurring faults, and related them to absorptive capacity. Li et al [29] created a digital learning ecosystem model to comprehend the requirement for a digitally resilient higher education system and produce graduates who can handle upheaval and uncertainty. Miranda et al [20] offered new educational paradigms, teaching tools, learning processes, and infrastructures to shape Education 4.0.…”

Ecossistema De Aprendizagem on-Line: Construções Teórico-Metodológicas

“…Nesse contexto, como afirma Terres (2021), o EAO se desprende da concepção monolítica de escola para estimular o potencial criativo e a capacidade colaborativa dos estudantes em ambientes híbridos. Entretanto, como destacam Li et al (2022), para que isso aconteça, é preciso garantir acesso e conectividade, ambientes equipados e investimento em formação continuada de professores para a integração dos elementos e fatores do EAO. Mais que compreender essa totalidade, é necessário ser capaz digitalmente e alimentar uma cultura de estudos autônoma.…”

Managerial Control in an Online Constructivist Learning Environment: A Teacher’s Perspective

“…Therefore, focusing on a limited number of indicators may seem difficult for some students, as well as deciding without sufficient information. However, some universities are developing their own teaching philosophy to overcome such limitations [36][37][38][39].…”