E-Transformation in Higher Education and What It Coerces for the Faculty

E-Transformation As A Driver Of Paradigm Shift In Higher Education

The call for a change in the paradigm of education is not new. The requirement for a new education system that meets the demands of a new world order was voiced by many educators and philosophers like Dewey and Dewey (1915), Toffler (1971) and Illich (1971) even in a period when computers and the Internet were either not present or had not become a public good. Later, the transformation of learner-learner, learner-faculty and learner-content interactions as a result of the rapid development of ICT since the last quarter of 20th century has called for a metamorphosis of the educational processes. As such, the notion of change, innovation and paradigm shift has been a phenomenon that has frequently been expressed as a response to the changes in the needs and expectations of individuals and institutions in the 20th century (Aktan, 2007; Barr & Tagg, 1995; Desai, Hart & Richards, 2008; Gültekin Çetiner, Türkmen & Borat, n.d.; Medvedeva, 2015; Özkul, 2001; Wielicki, 2008). While ICT is a sufficient driver of change, other factors initiated by the advances in technology have led to a paradigmatic shift in the way education is interpreted and practiced.