Springer Higher Education 4.0: The Digital Transformation of Classroom Lectures to Blended Learning

This book chronicles a 10-year introduction of blended learning into the delivery at a leading technological university, with a longstanding tradition of technology-enabled teaching and learning, and state-of-the-art infrastructure. Hence, both teachers and students were familiar with the idea of online courses. Despite this, the longitudinal experiment did not proceed as expected. Though few technical problems, it required behavioural changes from teachers and learners, thus unearthing a host of socio-technical issues, challenges, and conundrums. With the undercurrent of design ideals such as “tech for good”, any industrial sector must examine whether digital platforms are credible substitutes or at best complementary. In this era of Industry 4.0, higher education, like any other industry, should not be about the creative destruction of what we value in universities, but their digital transformation. The book concludes with an agenda for large, repeatable Randomised Controlled Trials (RCTs) to validate digital platforms that could fulfil the aspirations of the key stakeholder groups – students, faculty, and regulators as well as delving into the role of Massive Open Online Courses (MOOCs) as surrogates for “fees-free” higher education and whether the design of such a HiEd 4.0 platform is even a credible proposition.  Specifically, the book examines the data-driven evidence within a design-based research methodology to present outcomes of two alternative instructional designs evaluated – traditional lecturing and blended learning. Based on the research findings and statistical analysis, it concludes that the inexorable shift to online delivery of education must be guided by informed educational management and innovation.  From the Back Cover This book chronicles a 10-year introduction of blended learning into the delivery at a leading technological university, with a longstanding tradition of technology-enabled teaching and learning, and state-of-the-art infrastructure. Hence, both teachers and students were familiar with the idea of online courses. Despite this, the longitudinal experiment did not proceed as expected. Though few technical problems, it required behavioural changes from teachers and learners, thus unearthing a host of socio-technical issues, challenges, and conundrums. With the undercurrent of design ideals such as “tech for good”, any industrial sector must examine whether digital platforms are credible substitutes or at best complementary. In this era of Industry 4.0, higher education, like any other industry, should not be about the creative destruction of what we value in universities, but their digital transformation. The book concludes with an agenda for large, repeatable Randomised Controlled Trials (RCTs) to validate digital platforms that could fulfil the aspirations of the key stakeholder groups – students, faculty, and regulators as well as delving into the role of Massive Open Online Courses (MOOCs) as surrogates for “fees-free” higher education and whether the design of such a HiEd 4.0 platform is even a credible proposition.  Specifically, the book examines the data-driven evidence within a design-based research methodology to present outcomes of two alternative instructional designs evaluated – traditional lecturing and blended learning. Based on the research findings and statistical analysis, it concludes that the inexorable shift to online delivery of education must be guided by informed educational management and innovation.  About the Author Kevin Anthony Jones is Professor of computer science and currently a Research Fellow at the Center for Inclusive Digital Enterprise (CeIDE); he is also a Senior Fellow in Advance Higher Education, and based in Singapore.  In this COVID-19 year, he was a Visiting Assistant Professor at Zayed University in Dubai. Prior to that, he served for over 17 years of experience as an academic at Nanyang Techno