Abstract
Information and communications technologies (ICTs) have had a tremendous impact on science (Selwyn, 2014). They have enabled scientists from fields as diverse as physics and economics to carry out studies that would have been inconceivable half a century ago, and they have brought forth a significant amount of new knowledge. Nevertheless, these technologies have so far only had a moderate effect on higher education and higher education institutions (HEIs) (Bates, 2014). Although educators have made use of presentation software and made teaching material available online, and administrators have made use of learning management systems and used the Internet to recruit new groups of students, the HEIs themselves and the teaching methods they employ have remained largely the same (Bates, 2014; Daniel, 1996). However, this might be about to change.
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© 2015 Arne M. Fevolden and Cathrine E. Tømte
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Fevolden, A.M., Tømte, C.E. (2015). How Information and Communication Technology Is Shaping Higher Education. In: Huisman, J., de Boer, H., Dill, D.D., Souto-Otero, M. (eds) The Palgrave International Handbook of Higher Education Policy and Governance. Palgrave Macmillan, London. https://doi.org/10.1007/978-1-137-45617-5_19
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