dc.creatorMurgatroyd, Stephen
dc.date2021-07-01
dc.date.accessioned2022-12-07T15:43:48Z
dc.date.available2022-12-07T15:43:48Z
dc.identifierhttps://revistascientificas.una.py/index.php/REPED/article/view/2246
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/5302054
dc.descriptionAs universities and colleges begin to contemplate the post-COVID reality and their strategic intentions, new realities are emerging which will change both the policy and financial landscape in which they operate. Facing reduced revenues, enveloped funding and demanding performance measures, higher education institutions will look to educational technology and its potential for transforming their business models. They should be cautious, since the EdTech transformation litany comes with consequences. As is already the case, not all institutions will survive, some will shrink and others will change. This paper explores both the content and conditions of emerging change patterns for colleges and universities.es-ES
dc.formatapplication/pdf
dc.languagespa
dc.publisherFacultad de Ciencias Exactas y Naturales (FACEN)es-ES
dc.relationhttps://revistascientificas.una.py/index.php/REPED/article/view/2246/2107
dc.rightsDerechos de autor 2022 REVISTA PARAGUAYA DE EDUCACIÓN A DISTANCIA (REPED)es-ES
dc.sourceREVISTA PARAGUAYA DE EDUCACIÓN A DISTANCIA (REPED); Vol. 2 Núm. 2 (2021); 5-19es-ES
dc.source2707-3297
dc.source2707-3289
dc.subjectTransformationes-ES
dc.subjectonline learninges-ES
dc.subjectnew public managementes-ES
dc.subjectsustainable developmentes-ES
dc.subjecttechnology enabled learninges-ES
dc.titleThe precarious futures for online learninges-ES
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion


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