Navigating the Future: Strategies of EdTech Companies in Driving Educational Transformation

Authors

  • Moses Adeleke Adeoye Al-Hikmah University Ilorin, Nigeria
  • Bridget Idowu Otemuyiwa Nigerian Educational Research and Development Council (NERDC) Sheda Abuja, Nigeria

DOI:

https://doi.org/10.34125/jerit.v1i1.10

Keywords:

Educational Transformation, EdTech Companies, Innovative Strategies

Abstract

The EdTech industry is undergoing a significant transformation due to the rapid advancement of technology and the emergence of innovative companies. This research discourse examines the strategies employed by EdTech companies, such as personalized learning, data analytics, gamification, and AI integration, which are reshaping the educational experience across various levels of learning. The study highlights the impact of these strategies on educational outcomes, accessibility, and engagement among diverse learner populations. However, the research also identifies critical gaps in existing literature, such as the long-term efficacy of EdTech solutions, the digital divide, and ethical considerations surrounding data privacy and security in educational settings. Future research directions can emphasize the need for a multidisciplinary approach, incorporating insights from educational psychology, sociology, and technology studies. This discourse serves as a foundation for scholars, practitioners, and policymakers to navigate the evolving EdTech landscape and leverage technology to benefit all learners

Downloads

Download data is not yet available.

References

Aithal, P. S., & Maiya, A. K. (2023). Innovations in Higher Education Industry–Shaping the Future. International Journal of Case Studies in Business, IT, and Education (IJCSBE), 7(4), 283-311. https://ssrn.com/abstract=4674658

AlGerafi, M. A., Zhou, Y., Oubibi, M., & Wijaya, T. T. (2023). Unlocking the potential: A comprehensive evaluation of augmented reality and virtual reality in education. Electronics, 12(18), 3953. https://doi.org/10.3390/electronics12183953

Amin, S., Uddin, M. I., Alarood, A. A., Mashwani, W. K., Alzahrani, A. O., & Alzahrani, H. A. (2024). An adaptable and personalized framework for top-N course recommendations in online learning. Scientific Reports, 14(1), 10382. https://www.nature.com/articles/s41598-024-56497-1

Bagdi, H., Pothabathula, S. V., Sharma, L., & Bulsara, H. P. (2023). The global market upsurge in web traffic and revenues during the epidemic: exploratory research of e-learning companies. International Journal of Development Issues, 22(3), 418-444. https://doi.org/10.1108/IJDI-06-2023-0147

Banes, D., Hayes, A., Kurz, C., & Kushalnagar, R. (2019). Using information communications technologies (ICT) to implement universal design for learning (UDL). USAID. https://www.urc-chs. com/sites/default/files/urcgrn-ict.pdf

Begum, S., & Sampurna, P. (2021). A Study on growth in Technology and Innovation across the globe in the Field of Education and Business. International Research Journal on Advanced Science Hub, 3(Special Issue 6S), 148-156. https://doi.org/10.47392/irjash.2021.181

Board, C. K. (2022). Analyzing the Academic Achievement of Secondary Virtual Learners during the COVID-19 Pandemic: A Mixed Methods Case Study. University of South Dakota.https://media.proquest.com/media/hms/PFT/2/K9E3O?_s=Q5ToI%2BM8EffhVVMA1SPBlhtvvQg%3D

Bragg, L. A., Walsh, C., & Heyeres, M. (2021). Successful design and delivery of online professional development for teachers: A systematic review of the literature. Computers & Education, 166, 104158. https://doi.org/10.1016/j.compedu.2021.104158

Childs, E., Mohammad, F., Stevens, L., Burbelo, H., Awoke, A., Rewkowski, N., & Manocha, D. (2023). An overview of enhancing distance learning through emerging augmented and virtual reality technologies. IEEE Transactions on Visualization and Computer Graphics. https://doi.org/10.1109/TVCG.2023.3264577

Delgado, A. J., Wardlow, L., McKnight, K., & O’Malley, K. (2015). Educational technology: A review of the integration, resources, and effectiveness of technology in K-12 classrooms. Journal of Information Technology Education: Research, 14. https://doi.org/10.1109/TVCG.2023.3264577

Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of educational technology systems, 49(1), 5-22.

Egan, K., & Crotty, Y. (2020). Sustaining a prolonged pivot: Appraising challenges facing higher education stakeholders in switching to online learning. International Journal for Transformative Research, 7(1), 1-9. https://doi.org/10.2478/ijtr-2020-0001

Fishman, B., Dede, C., & Means, B. (2016). Teaching and technology: New tools for new times. Handbook of research on teaching, 5, 1269-1334.

George, B., & Wooden, O. (2023). Managing the strategic transformation of higher education through artificial intelligence. Administrative Sciences, 13(9), 196.

Germain, M. L. (2019). Distance education. In Integrating Service-Learning and Consulting in Distance Education (pp. 9-43). Emerald Publishing Limited.

Ghavifekr, S., & Rosdy, W. A. W. (2015). Teaching and learning with technology: Effectiveness of ICT integration in schools. International journal of research in education and science, 1(2), 175-191. https://eric.ed.gov/?id=EJ1105224

Gligorea, I., Cioca, M., Oancea, R., Gorski, A. T., Gorski, H., & Tudorache, P. (2023). Adaptive learning using artificial intelligence in e-learning: a literature review. Education Sciences, 13(12), 1216. https://www.mdpi.com/2227-7102/13/12/1216#

Gomez-Zermeno, M. G., & De La Garza, L. A. (2016). Research analysis on MOOC course dropout and retention rates. Turkish online journal of distance education, 17(2).

Gopinathan, S., Kaur, A. H., Veeraya, S., & Raman, M. (2022). The role of digital collaboration in student engagement towards enhancing student participation during COVID-19. Sustainability, 14(11), 6844. https://www.mdpi.com/2071-1050/14/11/6844#

Gourlay, L., & Oliver, M. (2018). Student engagement in the digital university: Sociomaterial assemblages. Routledge.

Groff, J. (2013). Technology-rich innovative learning environments. OCED CERI Innovative Learning Environment project, 2013, 1-30.

Haba, H. F., & Dastane, D. O. (2019). Massive open online courses (MOOCs)–understanding online learners’ preferences and experiences. International Journal of Learning, Teaching and Educational Research, 18(8), 227-242. https://10.26803/ijlter.18.8.14

Hackman, S. T., & Reindl, S. (2022). Challenging Edtech: Towards a more inclusive, accessible and purposeful version of Edtech. Knowledge Cultures, 10(1), 7-21.

Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable operations and computers, 3, 275-285. https://doi.org/10.1016/j.susoc.2022.05.004

Havemann, L., & Roberts, V. (2021). Pivoting Open? Pandemic Pedagogy and the Search for Openness in the Viral Learning Environment. Journal of Interactive Media in Education, 2021(1).

Heward-Mills, D., & Turku, H. (2020). California and the European Union Take the Lead in Data Protection. Hastings International & Comp. Literature Rev., 43, 319.

Ifraheem, S., Rasheed, M., & Siddiqui, A. (2024). Transforming Education Through Artificial Intelligence: Personalization, Engagement and Predictive Analytics. Journal of Asian Development Studies, 13(2), 250-266. https://doi.org/10.1016/j.susoc.2022.05.004

Indiani, N. M. (2022). Unleashing the Power of Data: Exploring the Transformative Effects of Data-Driven Strategies on Personalized Learning Experiences and Student Mastery. Eurasian Journal of Educational Research, 102(102), 301-322.

Israel, M. J. (2015). Effectiveness of integrating MOOCs in traditional classrooms for undergraduate students. International Review of Research in Open and Distributed Learning, 16(5), 102-118. https://doi.org/10.19173/irrodl.v16i5.2222

Johnson, C. C., Walton, J. B., Strickler, L., & Elliott, J. B. (2023). Online teaching in K-12 education in the United States: A systematic review. Review of Educational Research, 93(3), 353-411.

Johnson, D., & Samora, D. (2016). The potential transformation of higher education through computer-based adaptive learning systems. Global Education Journal, 2016(1).

Kassabian, D. (2014). Massive Open Online Courses (MOOCs) at elite, early-adopter universities: Goals, progress, and value proposition. University of Pennsylvania.

Kearney, S., & Maakrun, J. (2020). Let’s get engaged: The nexus between digital technologies, engagement and learning. Education Sciences, 10(12), 357. https://doi.org/10.3390/educsci10120357

Kerssens, N., & Van Dijck, J. (2022). Governed by Edtech? Valuing pedagogical autonomy in a platform society. Harvard Educational Review, 92(2), 284-303. https://doi.org/10.17763/1943-5045-92.2.284

Khalid, A., Lundqvist, K., & Yates, A. (2022). A literature review of implemented recommendation techniques used in massive open online courses. Expert Systems with Applications, 187, 115926.

Khalil, H., & Ebner, M. (2014). MOOCs completion rates and possible methods to improve retention-A literature review. EdMedia+ innovate learning, 1305-1313.

King, I., & Lee, W. I. (2022). Global MOOC Landscape. In A Decade of MOOCs and Beyond: Platforms, Policies, Pedagogy, Technology, and Ecosystems with an Emphasis on Greater China (pp. 17-40). Cham: Springer International Publishing. https://link.springer.com/book/10.1007/978-3-031-15241-2

King, I., & Lee, W. I. (2022). A Decade of MOOCs and Beyond: Platforms, Policies, Pedagogy, Technology, and Ecosystems with an Emphasis on Greater China. Springer Nature.

Kökver, Y., Pektaş, H. M., & Çelik, H. (2024). Artificial intelligence applications in education: Natural language processing in detecting misconceptions. Education and Information Technologies, 1-32. https://link.springer.com/article/10.1007/s10639-024-12919-1

Komljenovic, J. (2022). The future of value in digitalised higher education: why data privacy should not be our biggest concern. Higher Education, 83(1), 119-135.

Komljenovic, J., Hansen, M., Sellar, S., & Birch, K. (2024). Edtech in Higher Education: Empirical Findings from the Project ‘Universities and Unicorns: Building Digital Assets in the Higher Education Industry’. Centre for Global Higher Education, University of Oxford.

Krishnan, S. D., Norman, H., & Md Yunus, M. (2021). Online gamified learning to enhance teachers’ competencies using classcraft. Sustainability, 13(19), 10817.

Kuntsman, A., & Miyake, E. (2019). The paradox and continuum of digital disengagement: denaturalising digital sociality and technological connectivity. Media, Culture & Society, 41(6), 901-913. https://doi.org/10.1177/0163443719853732

Leaser, D., Jona, K., & Gallagher, S. (2020). Connecting workplace learning and academic credentials via digital badges. New Directions for Community Colleges, 2020(189), 39-51.

Liu, M., Zou, W., Shi, Y., Pan, Z., & Li, C. (2020). What do participants think of today’s MOOCs: an updated look at the benefits and challenges of MOOCs designed for working Professionals? Journal of Computing in Higher Education, 32, 307-329.

Maghsudi, S., Lan, A., Xu, J., & van Der Schaar, M. (2021). Personalized education in the artificial intelligence era: what to expect next. IEEE Signal Processing Magazine, 38(3), 37-50.

Martin, L. N. (2018). The effect of game-based learning on Title 1 elementary students' math achievement (Doctoral dissertation, Concordia University, Oregon).

McDiarmid, G. W., & Zhao, Y. (2023). Time to rethink educating for a technology-transformed world. ECNU Review of Education, 6(2), 189-214.

Miao, X., Brooker, R., & Monroe, S. (2024). Where generative AI fits within and in addition to existing AI K12 education interactions: industry and research perspectives. Machine Learning in Educational Sciences: Approaches, Applications and Advances, 359-384.

Miller, M. D. (2014). Minds online: Teaching effectively with technology. Harvard University Press.

Mouza, C., Codding, D., & Pollock, L. (2022). Investigating the impact of research-based professional development on teacher learning and classroom practice: Findings from computer science education. Computers & Education, 186, 104530.

Mutawa, A. M. (2023). Perspective chapter: MOOCS at higher education–Current state and future trends. Massive Open Online Courses-Current Practice and Future Trends.

Nava, C. O. (2018). Learner power! The Benefits of Metacognition and Transparency on Education Justice, Insights from Neuroscience of Learning. University Honors Theses (Bachelor), Science Department, Portland State University

Norton, A., Sonnemann, J., & McGannon, C. (2013). The online evolution: When technology meets tradition in higher education (Vol. 48). Melbourne, Australia: Grattan Institute. https://grattan.edu.au/wp-content/uploads/2014/04/186_online_higher_education.pdf

Openo, J. (2020). Education's response to the COVID-19 pandemic reveals online education’s three enduring challenges. Canadian Journal of Learning and Technology, 46(2).

Orhani, S. (2024). Deep Learning in Math Education. International Journal of Research and Innovation in Social Science, 8(4), 270-278.

Padmaja, V., & Mukul, K. (2021). Upskilling and reskilling in the digital age: the way forward for higher educational institutions. In Transforming Higher Education Through Digitalization (pp. 253-275). CRC Press. https://www.taylorfrancis.com/books/mono/10.1201/9781003132097/transforming-higher-education-digitalization?refId=22f61c6f-dd8c-4454-9e8b-c20ad0724423&context=ubx

Pandey, J., & Pandey, A. (2022). A Systematic Review of Ed Tech Education Platform: An Indian Perspective. Global Journal of Research in Management, 12(1), 82.

Park, G. (2019). The changing wind of data privacy law: A comparative study of the European Union's General Data Protection Regulation and the 2018 California Consumer Privacy Act. UC Irvine Literature Rev., 10, 1455.

Patil, H. (2024). Integrating Technology and Innovation for Effective Educational Management and Equitable Learning in Nigeria (Doctoral dissertation, Faculty of Education, Oriental University).

Peng, H., Ma, S., & Spector, J. M. (2019). Personalized adaptive learning: an emerging pedagogical approach enabled by a smart learning environment. Smart Learning Environments, 6(1), 1-14. https://link.springer.com/article/10.1186/s40561-019-0089-y

Perifanou, M., & Economides, A. A. (2022). The landscape of MOOC platforms worldwide. International Review of Research in Open and Distributed Learning, 23(3), 104-133.

Roberts-Mahoney, H., Means, A. J., & Garrison, M. J. (2016). Netflixing human capital development: Personalized learning technology and the corporatization of K-12 education. Journal of Education Policy, 31(4), 405-420. https://doi.org/10.1080/02680939.2015.1132774

Serrano-Johnson, M. C. (2020). Leadership Practices that Support Community College Faculty Adoption of Universal Design for Learning as a Framework for Inclusive Online Instruction (Doctoral dissertation, New Mexico State University).

Shapiro, H. B., Lee, C. H., Roth, N. E. W., Li, K., Çetinkaya-Rundel, M., & Canelas, D. A. (2017). Understanding the massive open online course (MOOC) student experience: An examination of attitudes, motivations, and barriers. Computers & Education, 110, 35-50.

Srinivasa, K. G., Kurni, M., & Saritha, K. (2022). Harnessing the Power of AI to Education. In Learning, teaching, and assessment methods for contemporary learners: pedagogy for the digital generation (pp. 311-342). Singapore: Springer Nature Singapore.

Swargiary, K. (2024). Navigating the Digital Frontier: Case Studies in Online Learning for Career Advancement. Scholars' Press.

Thomas, D. A., & Nedeva, M. (2018). Broad online learning EdTech and USA universities: symbiotic relationships in a post-MOOC world. Studies in Higher Education, 43(10), 1730-1749.

Thomas, G., & Gambari, A. I. (2021). A review of artificial intelligence for teaching, assessment and research in Nigerian Universities. In Conference: Association for Innovative Technology Integration in Education (AITIE, 2021) Conference Proceedings (pp. 199-207).

Timchenko, V. V., Trapitsin, S. Y., & Apevalova, Z. V. (2020, September). Educational technology market analysis. In 2020 International Conference Quality Management, Transport and Information Security, Information Technologies (IT&QM&IS) (pp. 612-617). IEEE.

Trecek-Schaffer, C. L. (2019). The Impact of Intervention Software on Student Achievement in Mathematics (Doctoral dissertation, Baker University).

Tripathi, D., & Tandon, S. (2022, October). Can MOOCs reskill and upskill the Indian Workforce for the Industrial Revolution 4.0? In European Conference on e-Learning 21(1), 417-424.

Tsymbal, L., & Kalenyuk, I. (2023). Digital transformation of the global education market. Baltic Journal of Economic Studies, 9(5), 266-274. https://doi.org/10.30525/2256-0742/2023-9-5-266-274

Tzenios, N. (2020). Examining the Impact of EdTech Integration on Academic Performance Using Random Forest Regression. Research Berg Review of Science and Technology, 3(1), 94-106.

Winthrop, R., McGivney, E., Williams, T. P., & Shankar, P. (2016). Innovation and Technology to Accelerate Progress in Education: Report to the International Commission on Financing Global Education Opportunity. Background Paper, The Learning Generation. Center for Universal Education at The Brookings Institution. https://eric.ed.gov/?id=ED583020

Yurtseven Avci, Z., O'Dwyer, L. M., & Lawson, J. (2020). Designing effective professional development for technology integration in schools. Journal of Computer Assisted Learning, 36(2), 160-177.

Zmuda, A., Curtis, G., & Ullman, D. (2015). Learning personalized: The evolution of the contemporary classroom. John Wiley & Sons.

Downloads

Published

06-09-2024

How to Cite

Adeoye, M. A., & Otemuyiwa, B. I. (2024). Navigating the Future: Strategies of EdTech Companies in Driving Educational Transformation. JERIT: Journal of Educational Research and Innovation Technology, 1(1), 43–50. https://doi.org/10.34125/jerit.v1i1.10

Issue

Section

Articles