Capacity for the Usage of Disruptive Technologies in Higher Education

This paper describes screening the capacity of tertiary education institutions in integrating practice-based e-learning with disruptive learning technologies. Within the scope of the H2020 project eDiploma, a self-evaluation questionnaire was developed and carried out in 6 project partner countries. The sample incorporated responses from educators, students and technical personnel from 146 tertiary education institutions. We aimed to identify the institutional, learning- and teaching-related, and personal components that differed in countries significantly, as well as the components that contributed to these differences. The discriminant analysis was used. The findings revealed that all countries are still on the low capacity level for integrating disruptive technologies to e-learning on a large scale. Infrastructural capacity in the countries did not differ significantly, but institutional norms and regulations, practices for teaching, and in attitudes and values diverged the countries. These critical elements may be used to develop the capacities in institutions to support the disruptive technology uptake.