A paradigm shift: Adoption of disruptive learning innovations in an ODL environment: The case of the University of South Africa

The aim of this article is to shed some light on patterns of and major motives for the adoption of different types of disruptive learning innovations by Unisa academics. To realise the aim of the study, the following questions were addressed: What are the reasons for adopting disruptive learning inn...

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Autor principal:	Blessing Mbatha
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2015
Materias:	disruptive innovations distance education open distance learning Web 2.0 new media electronic learning Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/5e47ce895aec4e04ae21c13a0fe0e5a8
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spelling	oai:doaj.org-article:5e47ce895aec4e04ae21c13a0fe0e5a82021-12-02T19:26:04ZA paradigm shift: Adoption of disruptive learning innovations in an ODL environment: The case of the University of South Africa10.19173/irrodl.v16i3.21651492-3831https://doaj.org/article/5e47ce895aec4e04ae21c13a0fe0e5a82015-06-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2165https://doaj.org/toc/1492-3831The aim of this article is to shed some light on patterns of and major motives for the adoption of different types of disruptive learning innovations by Unisa academics. To realise the aim of the study, the following questions were addressed: What are the reasons for adopting disruptive learning innovations? What is the level of interaction with disruptive innovations? What training do Unisa academics require on disruptive innovations? A qualitative approach was adopted by conducting focus group interviews with 76 Unisa academics. The data was analysed using open and axial coding, where dominant themes from the discussions were identified and discussed in detail. The findings show that the interaction of Unisa lecturers with different technologies varied from technology to technology. The study also found that disruptive innovations play a pivotal role in opening avenues and collapsing the transactional distance in an ODL institution. Some lecturers lack skill in using some technology, which is a cause for concern. Therefore, lecturers need to be trained in using technology and develop a good understanding of it to improve teaching and learning. Blessing MbathaAthabasca University Pressarticledisruptive innovationsdistance educationopen distance learningWeb 2.0new mediaelectronic learningSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 16, Iss 3 (2015)
institution	DOAJ
collection	DOAJ
language	EN
topic	disruptive innovations distance education open distance learning Web 2.0 new media electronic learning Special aspects of education LC8-6691
spellingShingle	disruptive innovations distance education open distance learning Web 2.0 new media electronic learning Special aspects of education LC8-6691 Blessing Mbatha A paradigm shift: Adoption of disruptive learning innovations in an ODL environment: The case of the University of South Africa
description	The aim of this article is to shed some light on patterns of and major motives for the adoption of different types of disruptive learning innovations by Unisa academics. To realise the aim of the study, the following questions were addressed: What are the reasons for adopting disruptive learning innovations? What is the level of interaction with disruptive innovations? What training do Unisa academics require on disruptive innovations? A qualitative approach was adopted by conducting focus group interviews with 76 Unisa academics. The data was analysed using open and axial coding, where dominant themes from the discussions were identified and discussed in detail. The findings show that the interaction of Unisa lecturers with different technologies varied from technology to technology. The study also found that disruptive innovations play a pivotal role in opening avenues and collapsing the transactional distance in an ODL institution. Some lecturers lack skill in using some technology, which is a cause for concern. Therefore, lecturers need to be trained in using technology and develop a good understanding of it to improve teaching and learning.
format	article
author	Blessing Mbatha
author_facet	Blessing Mbatha
author_sort	Blessing Mbatha
title	A paradigm shift: Adoption of disruptive learning innovations in an ODL environment: The case of the University of South Africa
title_short	A paradigm shift: Adoption of disruptive learning innovations in an ODL environment: The case of the University of South Africa
title_full	A paradigm shift: Adoption of disruptive learning innovations in an ODL environment: The case of the University of South Africa
title_fullStr	A paradigm shift: Adoption of disruptive learning innovations in an ODL environment: The case of the University of South Africa
title_full_unstemmed	A paradigm shift: Adoption of disruptive learning innovations in an ODL environment: The case of the University of South Africa
title_sort	paradigm shift: adoption of disruptive learning innovations in an odl environment: the case of the university of south africa
publisher	Athabasca University Press
publishDate	2015
url	https://doaj.org/article/5e47ce895aec4e04ae21c13a0fe0e5a8
work_keys_str_mv	AT blessingmbatha aparadigmshiftadoptionofdisruptivelearninginnovationsinanodlenvironmentthecaseoftheuniversityofsouthafrica AT blessingmbatha paradigmshiftadoptionofdisruptivelearninginnovationsinanodlenvironmentthecaseoftheuniversityofsouthafrica
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A paradigm shift: Adoption of disruptive learning innovations in an ODL environment: The case of the University of South Africa

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