Digital transformation’s applications on higher education learning
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Dissertação |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10071/24223 |
Resumo: | BACKGROUND – Higher Education Institutions (HEI) have mainly used technology to incrementally innovate their sector, in lieu of disrupting HEI programming altogether (Jackson, 2019). However, Navaridas-Nalda et al. (2020) identify the need to digitally transform education as a “core concern” and an “educational priority”. AIM – To discover how HEI can take advantage of Digital Transformation to enhance students’ learning outcomes. METHODOLOGY – Design Science Research (DSR) with focus groups. A Literature review was conducted and through it, a conceptual framework of digital transformation in HEI was created, which was then subjected to validation through two focus groups. RESULTS / FINDINGS – Reflections from the focus groups and a proposal of the final iteration of the framework are presented. ISCTE-IUL is used as a case study for an application of the framework. CONCLUSION / SIGNIFICANCE – HEI must create a digital culture that directs it toward the investigation of newer ways of providing student-oriented solutions. To offer valuable and disruptive educational experiences, HEI will have to modernize teaching, assessment and certification. Digital transformation has brought new elements that can bolster teaching, such as digital platforms and contents and innovative educational methodologies and the use of these resources can enable more customized, self-regulated, collaborative and stimulating learning (Benavides et al., 2020). This dissertation’s significance rests upon the conceptual framework it presents. ORIGINALITY / VALUE – Kerroum et al. (2020) have identified that digital transformation hasn’t been used to create a framework that can be adopted by a traditional HEI. This dissertation addresses this opportunity. |
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Digital transformation’s applications on higher education learningDesign science researchDigital learningDigital transformationDigital transformation frameworkFocus groupsHigher educationAprendizagem digitalTransformação digitalModelo de transformação digitalEnsino superiorBACKGROUND – Higher Education Institutions (HEI) have mainly used technology to incrementally innovate their sector, in lieu of disrupting HEI programming altogether (Jackson, 2019). However, Navaridas-Nalda et al. (2020) identify the need to digitally transform education as a “core concern” and an “educational priority”. AIM – To discover how HEI can take advantage of Digital Transformation to enhance students’ learning outcomes. METHODOLOGY – Design Science Research (DSR) with focus groups. A Literature review was conducted and through it, a conceptual framework of digital transformation in HEI was created, which was then subjected to validation through two focus groups. RESULTS / FINDINGS – Reflections from the focus groups and a proposal of the final iteration of the framework are presented. ISCTE-IUL is used as a case study for an application of the framework. CONCLUSION / SIGNIFICANCE – HEI must create a digital culture that directs it toward the investigation of newer ways of providing student-oriented solutions. To offer valuable and disruptive educational experiences, HEI will have to modernize teaching, assessment and certification. Digital transformation has brought new elements that can bolster teaching, such as digital platforms and contents and innovative educational methodologies and the use of these resources can enable more customized, self-regulated, collaborative and stimulating learning (Benavides et al., 2020). This dissertation’s significance rests upon the conceptual framework it presents. ORIGINALITY / VALUE – Kerroum et al. (2020) have identified that digital transformation hasn’t been used to create a framework that can be adopted by a traditional HEI. This dissertation addresses this opportunity.CONTEXTO – As Instituições de Ensino Superior (IES) têm usado a tecnologia principalmente para inovar incrementalmente o seu setor, em vez de transformar a programação da IES por completo (Jackson, 2019). No entanto, Navaridas-Nalda et al. (2020) identificam a necessidade de transformação digital da educação como uma “preocupação central” e uma “prioridade educacional”. OBJETIVO – Descubrir como uma IES pode tirar proveito da Transformação Digital para aprimorar os resultados de aprendizagem dos alunos. METODOLOGIA – Design Science Research (DSR) com focus groups. Foi realizada uma revisão da literatura e, através dela, foi criado um modelo conceptual de transformação digital em IES, que foi submetido a validação através de dois focus groups. RESULTADOS – São apresentadas reflexões dos focus groups e uma proposta da iteração final do modelo. O ISCTE-IUL é utilizado como estudo de caso para uma aplicação do framework. CONCLUSÕES – Uma IES deve criar uma cultura digital que a direcione para a investigação de novas formas de fornecer soluções voltadas para o aluno. Para oferecer experiências educacionais valiosas e disruptivas, as IES terão que modernizar o ensino, a avaliação e a certificação. A transformação digital trouxe novos elementos que podem impulsionar o ensino, como plataformas e conteúdos digitais e metodologias educacionais inovadoras e a utilização desses recursos pode permitir uma aprendizagem mais personalizada, responsável, colaborativa e estimulante (Benavides et al., 2020). ORIGINALIDADE / VALOR – Kerroum et al. (2020) identificaram que a transformação digital não foi usada para criar um modelo que possa ser adotado por uma IES tradicional. Esta dissertação aborda essa oportunidade.2022-01-21T09:55:24Z2021-12-16T00:00:00Z2021-12-162021-09info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfhttp://hdl.handle.net/10071/24223TID:202842150engFreire, José Miguel Correia de Araújoinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-11-09T17:46:54Zoai:repositorio.iscte-iul.pt:10071/24223Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T22:22:40.217817Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Digital transformation’s applications on higher education learning |
title |
Digital transformation’s applications on higher education learning |
spellingShingle |
Digital transformation’s applications on higher education learning Freire, José Miguel Correia de Araújo Design science research Digital learning Digital transformation Digital transformation framework Focus groups Higher education Aprendizagem digital Transformação digital Modelo de transformação digital Ensino superior |
title_short |
Digital transformation’s applications on higher education learning |
title_full |
Digital transformation’s applications on higher education learning |
title_fullStr |
Digital transformation’s applications on higher education learning |
title_full_unstemmed |
Digital transformation’s applications on higher education learning |
title_sort |
Digital transformation’s applications on higher education learning |
author |
Freire, José Miguel Correia de Araújo |
author_facet |
Freire, José Miguel Correia de Araújo |
author_role |
author |
dc.contributor.author.fl_str_mv |
Freire, José Miguel Correia de Araújo |
dc.subject.por.fl_str_mv |
Design science research Digital learning Digital transformation Digital transformation framework Focus groups Higher education Aprendizagem digital Transformação digital Modelo de transformação digital Ensino superior |
topic |
Design science research Digital learning Digital transformation Digital transformation framework Focus groups Higher education Aprendizagem digital Transformação digital Modelo de transformação digital Ensino superior |
description |
BACKGROUND – Higher Education Institutions (HEI) have mainly used technology to incrementally innovate their sector, in lieu of disrupting HEI programming altogether (Jackson, 2019). However, Navaridas-Nalda et al. (2020) identify the need to digitally transform education as a “core concern” and an “educational priority”. AIM – To discover how HEI can take advantage of Digital Transformation to enhance students’ learning outcomes. METHODOLOGY – Design Science Research (DSR) with focus groups. A Literature review was conducted and through it, a conceptual framework of digital transformation in HEI was created, which was then subjected to validation through two focus groups. RESULTS / FINDINGS – Reflections from the focus groups and a proposal of the final iteration of the framework are presented. ISCTE-IUL is used as a case study for an application of the framework. CONCLUSION / SIGNIFICANCE – HEI must create a digital culture that directs it toward the investigation of newer ways of providing student-oriented solutions. To offer valuable and disruptive educational experiences, HEI will have to modernize teaching, assessment and certification. Digital transformation has brought new elements that can bolster teaching, such as digital platforms and contents and innovative educational methodologies and the use of these resources can enable more customized, self-regulated, collaborative and stimulating learning (Benavides et al., 2020). This dissertation’s significance rests upon the conceptual framework it presents. ORIGINALITY / VALUE – Kerroum et al. (2020) have identified that digital transformation hasn’t been used to create a framework that can be adopted by a traditional HEI. This dissertation addresses this opportunity. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-12-16T00:00:00Z 2021-12-16 2021-09 2022-01-21T09:55:24Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10071/24223 TID:202842150 |
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http://hdl.handle.net/10071/24223 |
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TID:202842150 |
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eng |
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eng |
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info:eu-repo/semantics/openAccess |
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openAccess |
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application/pdf |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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