The European higher education sector is moving online, but to what extent? Are the digital disruptions seen in other sectors of relevance for both academics and management in higher education?
A discussion within the European Higher Education sector has emerged as to what extent this trend of going online is of relevance and what the rational for Higher Education Institutions could be to incorporating an online agenda into their core strategy. This book contributes to the debate on what moving online may offer to academic institutions and their scholarly practice by sharing successful case studies of academic online-isation.
While there is a growing literature – including practical guides – on how individual academics may use specific online tools, no comprehensive overview is currently available on how a move online in academia can be grasped in its various dimensions. This book offers a comprehensive framework how to understand moving online in academia, addressing the core activities of an academic institution – education, research, and research communication. Further, while more and more universities are experimenting with, for example, new forms of online teaching and learning, these experiences are scattered across Europe and thus often inaccessible to academics and academic management interested in fully seizing the opportunities that a move online may offer. Discussing a broad variety of case studies, the book provides a lens to understand and compare the various dynamics facilitating a move online within traditional academic institutions.
Read the Open Access chapters by clicking the links below:
Introduction By Annika Zorn, Jeff Haywood and Jean-Michel Glachant
Chapter 1 – The transformation of distance learning at Open University: the need for a new pedagogy for online learning? By Liz Marr (Open University UK)
Chapter 2 – Making education better: implementing pedagogical change through technology in a modern institution By Peter Bryant (London School of Economics, UK)
Chapter 3 – Translearning: unfolding educational institutions to scaffold lifelong networked learning By Ismael Peña-López (Open University of Catalonia, UK)
Chapter 4 – How to design a 21st-century online course that makes learning happen for all By Annika Zorn, Salla Sissonen and Chiara Canestrini (Florence School of Regulation, EUI)
Chapter 5 – Leading innovation: digital education in a traditional university By Jeff Haywood (University of Edinburgh, UK)
Chapter 6 – CORE: bringing the economics curriculum online By Alvin Birdi (University of Bristol, UK)
Chapter 7 – Identity at the core: open and digital scholarly leadership By Bonnie Stewart (University of Windsor, Canada)
Chapter 8 – Sharing knowledge at a research university: experiences from the London School of Economics By Sierra Williams and Chris Gilson (London School of Economics, UK)
Chapter 9 – Effective online communication for policy advisors: experience from the Bruegel think tank By Giuseppe Porcaro (Bruegel Think Tank)
Chapter 10 – Moving a higher education school online: Florence School of Regulation’s all-around online-ization By Annika Zorn, Daniela Bernardo and Chiara Canestrini (Florence School of Regulation, EUI)
Conclusions By Annika Zorn, Jeff Haywood and Jean-Michel Glachant
Epilogue By Salla Sissonen (City of Turku, Finland)