Innovation in higher education : the effectiveness of disruptive technology in e-learning
Li, Peilin (2017)
Li, Peilin
Haaga-Helia ammattikorkeakoulu
2017
All rights reserved
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2017052410141
https://urn.fi/URN:NBN:fi:amk-2017052410141
Tiivistelmä
The rising trend of online education, is transferring traditional learning environment to virtual classrooms. People are questioning the relevancy of social platforms for delivering various forms of information from teacher to students. The research question of this thesis is: how disruptive is the present educational technology such as learning management systems and how MOOCs are innovative enough in order to disrupt current higher education.
While higher educational virtual courses on Moodle are considered educational and assessed with its school as a certified course. Would MOOCs have created by world-known universities and famous professors also considered relevant for assessing higher educational credits for each study programme. On the other hand, learning environment classrooms are also co-operating with social platforms to form an online classroom where enrolled students could get in touch with other fellow students and also instructors.
The thesis is designed to find out the answer to the question how disruptive technology is enhancing learning in higher education. The research is based on theoretical background by explaining key terms and theories what we already know. Practical part is performed with a few interviewees from Haaga-Helia University of Applied Sciences with two groups of Business IT and Tourism students mixed with Multilingual assistant students, thereafter the audio will be transcript and analysed. The result is not disappointing us, though it is produced under a few restrictions.
In this research, it is found that the latest in the line of disruptive technologies alongside LMS is MOOC, which stands for Massive Open Online Course. MOOC enables participation of students around the world to learn courses from famous universities. As it disrupted the way students receive the learning material, the forms of content delivery vary. It will be highlighted that e-learning is still more considered as supplementary compared with the interactive learning in classroom.
While higher educational virtual courses on Moodle are considered educational and assessed with its school as a certified course. Would MOOCs have created by world-known universities and famous professors also considered relevant for assessing higher educational credits for each study programme. On the other hand, learning environment classrooms are also co-operating with social platforms to form an online classroom where enrolled students could get in touch with other fellow students and also instructors.
The thesis is designed to find out the answer to the question how disruptive technology is enhancing learning in higher education. The research is based on theoretical background by explaining key terms and theories what we already know. Practical part is performed with a few interviewees from Haaga-Helia University of Applied Sciences with two groups of Business IT and Tourism students mixed with Multilingual assistant students, thereafter the audio will be transcript and analysed. The result is not disappointing us, though it is produced under a few restrictions.
In this research, it is found that the latest in the line of disruptive technologies alongside LMS is MOOC, which stands for Massive Open Online Course. MOOC enables participation of students around the world to learn courses from famous universities. As it disrupted the way students receive the learning material, the forms of content delivery vary. It will be highlighted that e-learning is still more considered as supplementary compared with the interactive learning in classroom.