This volume provides a broad examination of how technology and globalisation have influenced contemporary higher education institutions and how moves towards internationalisation within and between educational providers continue to be a force for change in this context.
Showcasing the varied responses to and utilisation of new technologies to support international teaching and learning endeavours at a range of higher education institutions, this book introduces content from around the world, emphasising the global importance of the internationalisation of education. Featuring contributions from some fresh young voices alongside the work of experienced and internationally renowned scholars this collection
- critically scrutinises the potential of information and communication technologies (ICTs) on the capacities and patterns of university education;
- assesses and refines the contention that ICTs are facilitating the (re-)shaping of university practices as well as challenging traditional educational models and learning strategies;
- provides a comprehensive portrait of the ways in which ICT use engages higher education providers, society, and individuals to facilitate potentially more democratic, globally focussed access to knowledge generation, creation, investigation, and consumption processes through internationally focussed education; and
- examines the differing pace and scope of change in international educational practice and context between and within countries and disciplines.
With an international range of carefully chosen contributors, this book is a must-read text for practitioners, academics, researchers, administrators, policymakers, and anyone interested in the future of the university in an information age.
Table of Contents
Introduction PART I Digital learning and new technologies in the internationalisation of higher education 1 New technological capabilities and the societal, ethical, and legal tensions they create in today’s digital learning setting 2 Internationalisation in the classroom and questions of alignment: Embedding COIL in an internationalised curriculum 3 Intercultural competences for all 4 Taking the distance out of distance education: Increasing student engagement 5 Mediated identities, context collapse, and cultural elements of networked learning 6 Intercultureality: Making global education work in local contexts PART II Universities reshaping teaching and learning through ICT use in different national contexts 7 Is digital distance education a strategy for development?: Exploring the digitization of distance education in Ghana 8 A pedagogical sequence for the development of foreign language students’ intercultural competence 9 Social media’s support for creativity, innovation, and networked connections in higher education: A Thai perspective 10 Trust, privacy, and self-disclosure on Facebook: Institutional implications of social media use among American and Turkish students 11 “Dad, you are a YouTuber!”: A case for absence, silence, and variance in online video lecturing 12 The international other in online learning: Four stories from a graduate program 13 Learning to teach and to be a teacher: Brazil’s “3rd Space Program” and its implications for curriculum design 14 Engaging the students’ brain: Using documentaries to teach critical thinking Conclusion
Paul G. Nixon is a Principal Lecturer in Political Science at The Hague University of Applied Sciences, The Netherlands.
Vanessa P. Dennen is a Professor of Instructional Systems and Learning Technologies at Florida State University, USA.
Rajash Rawal is Vice President of The Hague University of Applied Sciences, The Netherlands.