UK higher education institutions’ technology-enhanced learning strategies from the perspective of disruptive innovation

Flavin, Michael; Quintero, Valentina

doi:10.25304/rlt.v26.1987

Cited by 37 publications

(25 citation statements)

References 16 publications

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“…Internationalisation has been developing on the back of three disruptive drivers currently running through the global educational landscape: increased possibilities through digitalisation (Flavin and Quintero 2018), increased interest in global collaboration at the individual and institutional levels (Blight, Davis and Olsen 1999;Nascimbeni et al, 2018;Ryan et al 2017;van Tryon, McDonald & Hirumi 2018) and the drive to openness to widen access to HE (Wiley 2010;Wiley and Hilton III 2009). Each of these drivers creates new opportunities for learners, requiring the development of new learner skills and competences and at the same time stimulating it.…”

Section: Introductionmentioning

confidence: 99%

Learner skills in open virtual mobility

Rajagopal

Firssova

Beeck

et al. 2020

Research in Learning Technology

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Internationalisation has been a key theme in higher education (HE) for decades. Multiple initiatives across the world have contributed to creating offerings of high-quality online education, with collaborations across national borders. Two of the concepts that have proved to be influential are Virtual Mobility (VM) and Open Education (OE). Virtual mobility refers to study activities that students enrolled in HE in one country undertake online in other countries without physically moving. Such activities are certified and mutually acknowledged by participating institutions. Open education covers global initiatives increasing access to free online quality education, without or with alternative forms of certification. The research presented in this article identifies the learner skills and competences that are supported by Open Virtual Mobility (OpenVM), a new trend in online education that builds upon these two concepts. A group concept mapping study based on the contributions of experts in both VM and OE resulted in defining seven learner skills and competence areas including: intercultural skills and attitudes; networked learning; active self-regulated learner skills; media and digital literacy; autonomy-driven learning, interactive and collaborative learning in an authentic international environment and open-mindedness. The study provided input for further conceptualising of OpenVM as a bridge between VM and OE.

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Section: Introductionmentioning

confidence: 99%

Learner skills in open virtual mobility

Rajagopal

Firssova

Beeck

et al. 2020

Research in Learning Technology

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“…Electronic learning through the World Wide Web, or e-learning via the Internet, as it is now more commonly known, has become possible because of the advancements in communication, networking and broadcast technologies. The use of electronic materials is heavily researched from a number of different perspectives (Flavin and Quintero 2018). For example, research by Hewitt and Stubbs (2017) examined how learning technology could help address law students' anxiety about their studies and improve their self-efficacy.…”

Section: The Development Of Web-based Technologiesmentioning

confidence: 99%

Analysing the impact of e-learning technology on students’ engagement, attendance and performance

Shah

Barkas

2018

Research in Learning Technology

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In higher education, e-learning technology such as Blackboard (Bb) is widely used and has become a popular tool worldwide. It helps reduce the communication gap between students and tutors, without time and location constraints. The study of student engagement and the impact on performance is a key issue in higher educational research, so identifying how students use e-learning technology can help contribute to how to design e-learning materials that further support student engagement. This quantitative research study examined two undergraduate engineering modules. Utilising the Statistical Package for the Social Sciences, the number of clicks students made on Bb was assessed against their classroom attendance, engagement with activities and their performance in the final grade in the module assessment. The outcomes contribute to the developing literature on students' interaction with online learning, by providing an insight into the way students' use of e-learning materials influences their performance in their studies.

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“…Universities are increasingly disengaged places, where students and staff are questioning the relevance of materially bounded educational institutions in a technological world ( Flavin and Quintero, 2018 ). Education can occur anywhere and at any time; learners only need an inherent curiosity and some veracious sources of information.…”

Section: Belongingmentioning

confidence: 99%