Disruptive Higher Education: Will Lecturers Be Replaced by Technologies

This paper explores the potential impact of disruptive technologies on higher education, particularly the question of whether lecturers will be replaced by technology. Two experimental sessions were conducted in short duration. The first session was using traditional face-to-face lecturing in the class environment. The second session was self-paced learning, using LMS (Learning Management System) with digital content that can be accessed by students over a range of time. The results show that there was a considerable increase in post-test scores for both interventions, confirming that traditional lecturing and technology used in delivering teaching techniques enhances outcomes. Meanwhile, when comparing both methods, the self-paced learning method resulted in a statistically significant improvement in post-test scores compared to pre-test scores. As a preliminary study, this result confirms that technology can replace the presence of lecturer. However, it is also important to consider factors such as learner preference, digital literacy and institutional resources when selecting learning approaches. Further research is recommended to explore the long-term retention of knowledge, effectiveness across diverse academic disciplines, and the impact of individual differences on technology-mediated learning experiences. These findings contribute to enhancing teaching practices and optimizing student learning in higher education.