Technology-enhanced learning and higher education

Michael Flavin

Oxford Review of Economic Policy, 2016, vol. 32, issue 4, 632-645

Abstract: This article surveys current and emerging practice in technology-enhanced learning in higher education. The article uses ‘disruptive innovation’ as a lens to examine technology-enhanced learning. Disruptive innovation focuses on simple and convenient technologies which disrupt markets for existing goods and services. The article argues that disruptive technologies are used frequently in higher education, but also that students practise demarcation, using different technologies to support their learning lives and their social lives. The article further argues that current practice in technology-enhanced learning has implications for the design and use of emerging technologies (such as Massive Open Online Courses) and emerging practices (such as Bring Your Own Device, and learning analytics), as well as having implications for cost structures, and for the future of higher education as a whole.

Keywords: technology-enhanced learning; information and communication technologies (ICTs); disruptive innovation; massive open online courses (MOOCs); bring your own device (BYOD); learning analytics (search for similar items in EconPapers)
JEL-codes: I21 I23 O33 (search for similar items in EconPapers)
Date: 2016
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