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.
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.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
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.
Inhaltsangabe
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
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
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