Auteur : Oliver McGee
Date de l'info : 8 mai 2014
Drivers of Disruptive Technologies in Higher Education
Innovative opportunities in informational and other disruptive educational technologies arise out of emerging online MOOCs education nowadays and ongoing into the future. The main drivers in this emerging technological management issue in higher education are the following:
- Substituting venture capital for good labor (that is, good teaching, research, and public service) is a huge mistake. In other words, success in online MOOCs education hinges upon faculty ownership of the curricula, which is a faculty responsibility. And the college board’s role is to ensure that the faculty does not delegate their online MOOCs curricula ownership;
- Having excellent “online MOOCs education” pilot-programs is essential to establish a strong evidence-driven research base in which to draw best practices from use of such disruptive technologies in higher education, and how such use has enhanced higher education access and affordability; and
- Reviewing measurable performance and contributions of online MOOCs is critical to overall institutional academic quality improvements and expectations of student learning-outcomes and student learning-assessments, as a regular ladder faculty and expected board-level activity.
Several Issues Being Debated About Online Higher Education
Online MOOCs education space must create advocates of the use of online educational technologies to reduce costs efficiently and effectively in higher education.
Online degree MOOCs are innovative outreach and engagement opportunities for colleges and universities.
Online degree MOOCs are disruptive technologies emerging for the hyper-competitive future of higher education accessibility and affordability. This is especially important for higher education businesses operating in an age of future demography shifts and heightened engagement.
General consensus also believes that higher education consumers may be perhaps getting practical work-study business training through online MOOCs being considered for offerings from professional business schools. It is like having an expensive business textbook live, especially if provided by elites like Harvard, Wharton, Chicago Booth, Stanford, Berkeley Haas, and UCLA Anderson B-schools.
Consumers must, however, carry on with due-diligent caution in making choices and selections among available online degree MOOCs programs. Beware of ‘pretender or fake’ online business education, as well as, all online degree MOOCs programs that substitute capital for labor. As once again reiterating here a top driver pointed out above, quality faculty owning the online curriculum taught is vital.