摘要：The adoption of open, online, flexible and technology-enhanced modes of learning (in short: of OOFAT)
differs by higher education institution, despite the general cries of revolution and disruption due to
digitalisation. This paper presents a new conceptual model for framing difference in three key educational
processes (content, delivery and recognition) related to the potential of digitalisation to make these
processes more flexible and more open. It is based on the results of a global survey of 69 higher education
providers. The findings reveal six distinct archetypes of technology-enhanced higher education which
vary according to the extent to which digitalisation is harnessed for content, delivery and recognition,
and suggest different institutional strategies of digital adoption. It is hoped that this contribution will
support comparative analysis of digitalisation strategies and peer learning between institutions.
其他摘要：The adoption of open, online, flexible and technology-enhanced modes of learning (in short: of OOFAT) differs by higher education institution, despite the general cries of revolution and disruption due to digitalisation. This paper presents a new conceptual model for framing difference in three key educational processes (content, delivery and recognition) related to the potential of digitalisation to make these processes more flexible and more open. It is based on the results of a global survey of 69 higher education providers. The findings reveal six distinct archetypes of technology-enhanced higher education which vary according to the extent to which digitalisation is harnessed for content, delivery and recognition, and suggest different institutional strategies of digital adoption. It is hoped that this contribution will support comparative analysis of digitalisation strategies and peer learning between institutions.
