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This book chronicles a 10-year introduction of blended learning
into the delivery at a leading technological university, with a
longstanding tradition of technology-enabled teaching and learning,
and state-of-the-art infrastructure. Hence, both teachers and
students were familiar with the idea of online courses. Despite
this, the longitudinal experiment did not proceed as expected.
Though few technical problems, it required behavioural changes from
teachers and learners, thus unearthing a host of socio-technical
issues, challenges, and conundrums. With the undercurrent of design
ideals such as "tech for good", any industrial sector must examine
whether digital platforms are credible substitutes or at best
complementary. In this era of Industry 4.0, higher education, like
any other industry, should not be about the creative destruction of
what we value in universities, but their digital transformation.
The book concludes with an agenda for large, repeatable Randomised
Controlled Trials (RCTs) to validate digital platforms that could
fulfil the aspirations of the key stakeholder groups - students,
faculty, and regulators as well as delving into the role of Massive
Open Online Courses (MOOCs) as surrogates for "fees-free" higher
education and whether the design of such a HiEd 4.0 platform is
even a credible proposition. Specifically, the book examines the
data-driven evidence within a design-based research methodology to
present outcomes of two alternative instructional designs evaluated
- traditional lecturing and blended learning. Based on the research
findings and statistical analysis, it concludes that the inexorable
shift to online delivery of education must be guided by informed
educational management and innovation.
This book chronicles a 10-year introduction of blended learning
into the delivery at a leading technological university, with a
longstanding tradition of technology-enabled teaching and learning,
and state-of-the-art infrastructure. Hence, both teachers and
students were familiar with the idea of online courses. Despite
this, the longitudinal experiment did not proceed as expected.
Though few technical problems, it required behavioural changes from
teachers and learners, thus unearthing a host of socio-technical
issues, challenges, and conundrums. With the undercurrent of design
ideals such as "tech for good", any industrial sector must examine
whether digital platforms are credible substitutes or at best
complementary. In this era of Industry 4.0, higher education, like
any other industry, should not be about the creative destruction of
what we value in universities, but their digital transformation.
The book concludes with an agenda for large, repeatable Randomised
Controlled Trials (RCTs) to validate digital platforms that could
fulfil the aspirations of the key stakeholder groups - students,
faculty, and regulators as well as delving into the role of Massive
Open Online Courses (MOOCs) as surrogates for "fees-free" higher
education and whether the design of such a HiEd 4.0 platform is
even a credible proposition. Specifically, the book examines the
data-driven evidence within a design-based research methodology to
present outcomes of two alternative instructional designs evaluated
- traditional lecturing and blended learning. Based on the research
findings and statistical analysis, it concludes that the inexorable
shift to online delivery of education must be guided by informed
educational management and innovation.
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