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Transforming disruptive technology into sustainable technology: understanding the front-end design of an online program at a brick-and-mortar university
ARTICLE

, University of Tennessee ; , Northern Illinois University ; , Indiana University of Pennsylvania

Internet and Higher Education Volume 26, Number 1, ISSN 1096-7516 Publisher: Elsevier Ltd

Abstract

This article examines design processes that a team of instructional technology faculty and administrators experienced related to an online instructional technology graduate program at a large Midwestern university. This qualitative development research pays close attention to the five-year front-end program design. As participant observers, the first three authors reviewed faculty and administrator interviews, design meeting observations, and program related documents. The analysis relied on activity systems to showcase the disruptive nature of online education at a brick-and-mortar university and how faculty and administrators acted as entrepreneurial leaders. The implications from this study suggest that online education can bring disruptive influences to traditional university programs, but once faculty and administrators embrace the new opportunities and address uncertainties that online programs can bring to the sociohistorical context of their institution they are more likely to design and develop a successful program.

Citation

Yamagata-Lynch, L.C., Cowan, J. & Luetkehans, L.M. (2015). Transforming disruptive technology into sustainable technology: understanding the front-end design of an online program at a brick-and-mortar university. Internet and Higher Education, 26(1), 10-18. Elsevier Ltd. Retrieved October 19, 2019 from .

This record was imported from Internet and Higher Education on January 29, 2019. Internet and Higher Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.iheduc.2015.03.002

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