UK higher education institutions’ technology-enhanced learning strategies from the perspective of disruptive innovation
Summary. UK universities publish technology-enhanced learning strategies, but most focus on sustaining and efficiency innovations rather than disruptive innovation. Analysis of 44 institutional strategies reveals a misalignment between what universities plan and how students and lecturers actually use technology in practice.
Cite this article
Flavin, M., & Quintero, V.. (2018). UK higher education institutions’ technology-enhanced learning strategies from the perspective of disruptive innovation. Research in Learning Technology. https://doi.org/10.25304/rlt.v26.1987
Flavin, Michael, and Valentina Quintero. “UK higher education institutions’ technology-enhanced learning strategies from the perspective of disruptive innovation.” Research in Learning Technology, 2018. https://doi.org/10.25304/rlt.v26.1987.
Flavin, Michael, and Valentina Quintero. 2018. “UK higher education institutions’ technology-enhanced learning strategies from the perspective of disruptive innovation.” Research in Learning Technology. https://doi.org/10.25304/rlt.v26.1987.
@article{flavin-2018-uk-higher-education-institutions-technology,
title = {UK higher education institutions’ technology-enhanced learning strategies from the perspective of disruptive innovation},
author = {Michael Flavin and Valentina Quintero},
journal = {Research in Learning Technology},
year = {2018},
doi = {10.25304/rlt.v26.1987},
url = {https://doi.org/10.25304/rlt.v26.1987}
}
TY - JOUR TI - UK higher education institutions’ technology-enhanced learning strategies from the perspective of disruptive innovation AU - Michael Flavin AU - Valentina Quintero JO - Research in Learning Technology PY - 2018 DO - 10.25304/rlt.v26.1987 UR - https://doi.org/10.25304/rlt.v26.1987 ER -
Details
- DOI
- 10.25304/rlt.v26.1987
- Countries
- United Kingdom
- Regions
- Europe
- Categories
- education, innovation-theory, general-innovation
- Added
- 2026-04-28