Digital Learning Transformation: suggesting a framework for Digital Learning in Laurea UAS

Abstract

The main goal of the thesis development work was to investigate what topics, areas and processes need to be taken into consideration to develop digital learning at Laura University of Applied Sciences (UAS), and to provide recommendations for developments to the university's digital learning framework. Laurea UAS is a Finnish institution of higher education located in the metropolitan area of Helsinki, Finland, and that offers bachelor’s and master’s degree level education to more than seven thousand (7000) students.

The onset of the COVID-19 pandemic in late 2019 forced the world to shift from contact interactions to distance interactions. Laurea UAS was no different and rose to the occasion by quickly developing digital learning tools and processes to avoid the interruption of Finnish higher education. With the end of the COVID-19 pandemic in sight and the “new digital normal” forced by the pandemic, Laurea UAS faces significant challenges, not only to remain relevant in the Finnish higher education scenario, but also to become a pioneer and incumbent in global digital education.

The key concepts of this development drew from the Theory of Disruptive Innovation by Christensen. This theoretical framework, when applied to higher education, provides the baseline for defining the change process universities should implement to become disruptive innovators in the higher education market. Furthermore, it highlights the imminent opportunity for disruption created by the pandemic and consequential need for more digitized, student-centric higher education.

By applying the main concepts of disruptive innovation theory, this thesis aimed to provide the necessary change framework to Laurea’s digital learning. This was done through use of a mixed method research that combined qualitative and quantitative data collection and analysis. The qualitative research used semi-structured interviews with Laurea UAS teachers and dCell personnel (digital learning specialized team at Laurea UAS) and carried out a thematic analysis to identify key ideas, obstacles and improvements from the interviewees’ perspective. The quantitative research utilized a structured survey to collect Laurea’s students’ opinions and experiences with the university’s digital learning in predefined topics and used cross-tabulation analysis to summarize findings.

As a result, the development work produced a digital learning change framework applied to Laurea UAS. The change framework highlights four (4) main areas of development in Laurea’s digital learning - teachers’ capabilities, students’ experiences, digital learning design and digital learning strategy. Each area of development encompasses multiple dimensions of recommended change and target tasks proposed to Laurea UAS leadership. Due to the extension of the topic, limited timeframe and resources, the thesis work did not include topics related to Laurea leadership and management structure, Finnish national educational policies or students’ wellbeing.