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Cited by 582Educational Innovations and ChallengesDigital Education and SocietyEducational Technology and E-Learning

From dual digitalization to digital learning space: Exploring the digital transformation of higher education

Open access
Bygstad, Bendik, Øvrelid, Egil, Ludvigsen, Sten, Dæhlen, Morten·2022·Computers & Education
DOI 10.1016/j.compedu.2022.104463
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Abstract

Inspired by the fast digitalization during the Covid-19 crisis, we investigate a key aspect of digital transformation of higher education – the emergence of a digital learning space. In developing our analysis, we focus on two streams of digitalization in higher education; digitalization of education and digitalization of subjects. We call this dual digitalization, which has been an obstacle for digital transformation of the sector, and made it challenging to develop a shared digital space. Our research question is, how can we develop a shared digital learning space in higher education? We conducted our study at the University of Oslo, where we analyzed three phases of digitalization. We identified three underlying forces of the digital learning space. First, the alignment of digital education and digital subjects provided a technical foundation. Second, the digital learning space was enacted and harnessed by redefinition of roles between students and teachers, allowing for new and deeper learning forms. And third, the digital learning space enables universities to transcend the physical and institutional borders, and engage in interactions with the broader society.

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  • The use of new technologies and virtual learning environments can lead to the creation of effective educational tools that help meet new educational needs, provide meaningful and interactive learning experiences, and redefine teacher and student roles.

    “the use of new technologies and virtual learning environments can lead to the creation of effective educational tools that can help meet the new educational needs and requirements, provide students with opportunities for meaningful and interactive learning experiences, and redefine teacher and student roles”

    From Integrating Augmented Reality, Gamification, and Serious Games in Computer Science Education (2023) · cites this paper as [2]

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Authors
Bygstad, B., Øvrelid, E., Ludvigsen, S., & Dæhlen, M.
Affiliations
University of Oslo (NO)
Corresponding author
Øvrelid, Egil
ORCID
Venue
Computers & Education
Publisher
Elsevier BV
Published
2022-06
Volume
182
Pages
104463
ISSN
0360-1315 (ISSN-L)
DOI
10.1016/j.compedu.2022.104463
OpenAlex
W4210464700
Cited by
582
References
4
Citations by year
2026: 158 · 2025: 139 · 2024: 137 · 2023: 105 · 2022: 43
FWCI
90.50
Type
journal article
Language
en
Open access
Licence
Locations
  • Computers & Education (publishedVersion, cc-by)
  • NORA - Norwegian Open Research Archives (submittedVersion, cc-by)
Topics
  • Physical Sciences › Computer Science › Information Systems › Educational Innovations and Challenges
  • Physical Sciences › Computer Science › Information Systems › Digital Education and Society
  • Physical Sciences › Computer Science › Information Systems › Educational Technology and E-Learning
Keywords
digitalization of higher education, digital learning spaces, digitalization of education, COVID-19 pandemic, teacher-student roles, university-community collaboration, University of Oslo

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