Abstract
Digital disruption in the online education environment requires fundamental changes from the traditional classroom delivery model. Digital disruptions reflect innovations in program, course development, and delivery. Examples include the use of embedded or hot-linked video and audio presentations, group and team interactive assignments (conducted through either synchronous or asynchronous means), problem-solving and critical thinking exercises, and activities conducted through designated social media or via Skype, Adobe Connect, or similar real-time media. The use of expanding web-related (Web 2.0 and Web 3.0) major digital disruptions is explored.
This chapter includes observations on the learning and delivery models that two well-established universities have developed for the dedicated online delivery of graduate MBA degrees, which offer some insights into the use of evolving digital disruptions to enhance the quality of their respective online degrees. The programs described include the British Open University (OU) MBA that was launched in 1983 and the executive MBA that Athabasca University (AU) in Canada initiated in 1994.
This chapter includes an overview and offers some suggestions as to the future benefits and areas where digital disruptions will be derived from the Internet of Things (IoT) and the Internet of Everything (IoE) paradigms.
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Thomas, D.R. (2017). Digital Disruption: A Transformation in Graduate Management Online Education. In: Khare, A., Stewart, B., Schatz, R. (eds) Phantom Ex Machina. Springer, Cham. https://doi.org/10.1007/978-3-319-44468-0_15
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