The Disruptive Power of Online Education: Challenges, Opportunities, Responses

The Disruptive Power of Online Education: Challenges, Opportunities, Responses

Emerald Publishing | English | 2019 | ISBN-10: 1787543269 | 232 Pages | PDF | 1.89 MB

by Andreas Altmann (Author, Editor), Bernd Ebersberger (Editor), Claudia M?ssenlechner (Editor), Desiree Wieser (Editor)

The higher education sector is being disrupted through the effect that technological innovations have on the educational market. 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. In higher education, disruptive effects are mainly visible on a program/product level, with an increasing number of programs including some element of online education.
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

About the Author
Andreas Altmann is the founding Director of MCI Management Center Innsbruck, Austria. His research focuses on university regulation, governance and management - including the competitive environment - and market behaviour in the higher education and research sector.
Bernd Ebersberger is a Professor of Management and Economics of Innovation with the MCI Management Center Innsbruck, Austria. His research focuses on analysing innovation systems and the higher education system, the evaluation of innovation policy, quantitative industrial economics, and the economics of technical change and innovation.
Claudia M?ssenlechner has been active in the field of teaching and higher education for some 20 years, focusing on English as a second language, communication skills, intercultural training and leadership. She has extensive experience as an examiner and accreditor (European Higher Education Space) and has coordinated 'quality in teaching' approaches at MCI, Austria.
Desiree Wieser is a Research & Teaching Assistant and PhD student at the MCI Management Center Innsbruck, Austria. Her main research area and publication activity focuses on higher education management, in particular on online education and the implementation of online education in higher education institutions

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