Effective Transnational Education Programs
Concepts, Dimensions, Perspectives
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As transnational education is becoming firmly embedded in the distance education landscape, governments and universities are calling for meaningful research on transnational education. This book describes the development and validation of a model for effective transnational education programs. The model used student experience as a key indicator of program effectiveness and included various dimensions of the transnational education context including student, instructor, curriculum and instruction design, interaction, evaluation and assessment, technology, and program management and organisatio...
As transnational education is becoming firmly
embedded in the distance education landscape,
governments and universities are calling for
meaningful research on transnational education. This
book describes the development and validation of a
model for effective transnational education
programs. The model used student experience as a key
indicator of program effectiveness and included
various dimensions of the transnational education
context including student, instructor, curriculum
and instruction design, interaction, evaluation and
assessment, technology, and program management and
organisational support. The model was validated
against transnational education programs offered by
Australian universities in Hong Kong. The results of
the validation indicated that students in all
the programs were in agreement as to the factors
they consider most important to the effectiveness of
transnational programs. The presented
multidimensional model for effective transnational
education programs may serve as a source of
information for academics and administrators
involved in planning, design and implementation of
transnational programs.
embedded in the distance education landscape,
governments and universities are calling for
meaningful research on transnational education. This
book describes the development and validation of a
model for effective transnational education
programs. The model used student experience as a key
indicator of program effectiveness and included
various dimensions of the transnational education
context including student, instructor, curriculum
and instruction design, interaction, evaluation and
assessment, technology, and program management and
organisational support. The model was validated
against transnational education programs offered by
Australian universities in Hong Kong. The results of
the validation indicated that students in all
the programs were in agreement as to the factors
they consider most important to the effectiveness of
transnational programs. The presented
multidimensional model for effective transnational
education programs may serve as a source of
information for academics and administrators
involved in planning, design and implementation of
transnational programs.
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