From dual digitalization to digital learning space: Exploring the digital transformation of higher education
Inspired by the fast digitalization during the Covid-19 crisis, we investigate a key aspect of digital transformation of higher education – the emergence of a digital learning space. In developing our analysis, we focus on two streams of digitalization in higher education; digitalization of educatio...
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| Published in | Computers and education Vol. 182; p. 104463 |
|---|---|
| Main Authors | , , , |
| Format | Journal Article |
| Language | English |
| Published |
Elsevier Ltd
01.06.2022
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| Online Access | Get full text |
| ISSN | 0360-1315 1873-782X |
| DOI | 10.1016/j.compedu.2022.104463 |
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| Abstract | Inspired by the fast digitalization during the Covid-19 crisis, we investigate a key aspect of digital transformation of higher education – the emergence of a digital learning space.
In developing our analysis, we focus on two streams of digitalization in higher education; digitalization of education and digitalization of subjects. We call this dual digitalization, which has been an obstacle for digital transformation of the sector, and made it challenging to develop a shared digital space.
Our research question is, how can we develop a shared digital learning space in higher education?
We conducted our study at the University of Oslo, where we analyzed three phases of digitalization. We identified three underlying forces of the digital learning space. First, the alignment of digital education and digital subjects provided a technical foundation. Second, the digital learning space was enacted and harnessed by redefinition of roles between students and teachers, allowing for new and deeper learning forms. And third, the digital learning space enables universities to transcend the physical and institutional borders, and engage in interactions with the broader society.
•We investigate a key aspect of digital transformation of higher education – the emergence of a digital learning space.•Dual digitalization concerns two streams of digitalization in higher education; education and subjects.•The alignment of digital education and digital subjects provides a technical foundation.•The digital learning space enacts a redefinition of roles between students and teachers, allowing deeper learning forms.•The digital learning space enables universities to transcend the physical and institutional borders. |
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| AbstractList | Inspired by the fast digitalization during the Covid-19 crisis, we investigate a key aspect of digital transformation of higher education – the emergence of a digital learning space.
In developing our analysis, we focus on two streams of digitalization in higher education; digitalization of education and digitalization of subjects. We call this dual digitalization, which has been an obstacle for digital transformation of the sector, and made it challenging to develop a shared digital space.
Our research question is, how can we develop a shared digital learning space in higher education?
We conducted our study at the University of Oslo, where we analyzed three phases of digitalization. We identified three underlying forces of the digital learning space. First, the alignment of digital education and digital subjects provided a technical foundation. Second, the digital learning space was enacted and harnessed by redefinition of roles between students and teachers, allowing for new and deeper learning forms. And third, the digital learning space enables universities to transcend the physical and institutional borders, and engage in interactions with the broader society. Inspired by the fast digitalization during the Covid-19 crisis, we investigate a key aspect of digital transformation of higher education – the emergence of a digital learning space. In developing our analysis, we focus on two streams of digitalization in higher education; digitalization of education and digitalization of subjects. We call this dual digitalization, which has been an obstacle for digital transformation of the sector, and made it challenging to develop a shared digital space. Our research question is, how can we develop a shared digital learning space in higher education? We conducted our study at the University of Oslo, where we analyzed three phases of digitalization. We identified three underlying forces of the digital learning space. First, the alignment of digital education and digital subjects provided a technical foundation. Second, the digital learning space was enacted and harnessed by redefinition of roles between students and teachers, allowing for new and deeper learning forms. And third, the digital learning space enables universities to transcend the physical and institutional borders, and engage in interactions with the broader society. •We investigate a key aspect of digital transformation of higher education – the emergence of a digital learning space.•Dual digitalization concerns two streams of digitalization in higher education; education and subjects.•The alignment of digital education and digital subjects provides a technical foundation.•The digital learning space enacts a redefinition of roles between students and teachers, allowing deeper learning forms.•The digital learning space enables universities to transcend the physical and institutional borders. |
| ArticleNumber | 104463 |
| Author | Bygstad, Bendik Dæhlen, Morten Øvrelid, Egil Ludvigsen, Sten |
| Author_xml | – sequence: 1 givenname: Bendik orcidid: 0000-0002-9025-3591 surname: Bygstad fullname: Bygstad, Bendik email: bendikby@ifi.uio.no – sequence: 2 givenname: Egil orcidid: 0000-0002-9946-4686 surname: Øvrelid fullname: Øvrelid, Egil email: egilov@ifi.uio.no – sequence: 3 givenname: Sten surname: Ludvigsen fullname: Ludvigsen, Sten – sequence: 4 givenname: Morten surname: Dæhlen fullname: Dæhlen, Morten |
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