Abstract

<p class="norm">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.</p>

Highlights

  • Introduction and Background to the StudyDisruptive learning innovations pervade higher education

  • One of the participants commented: “You see, since the advent of new media I decided to incorporate them in my teaching, basically I use disruptive innovations to collaborate with my students and colleagues.”

  • The aim of this article was to shed some light on patterns of and major motives for the adoption of different types of disruptive learning innovation by Unisa academics

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Summary

Introduction

Introduction and Background to the StudyDisruptive learning innovations pervade higher education. There is no doubt that Information and Communication Technologies (ICTs), more especially disruptive innovations, have played and are continuing to play a pivotal role in enhancing the way teaching and learning are conducted This transformation in education has been highly visible in distance education, where ICTs have been adopted to bridge the transactional distance between students and institutions. ICTs with ubiquitous access to digital networks and the internet have radically changed the way information, especially multimedia information, is being stored, accessed and disseminated by information services (Geer & Sweeney, 2012; Mbatha, 2013) This has been relevant for institutions of higher education that find themselves having to review instructional, policy and technical frameworks to keep pace with these developments and to remain on a par with global markets. This has been relevant for institutions of higher education that find themselves having to review instructional, policy and technical frameworks to keep pace with these developments and to remain on a par with global markets. Mbatha (2014) further opines that new media tools have played and are continuing to play a pivotal role in redefining information and communication models used in the education of full-time, part-time, and life-long learners

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