Kinash, Shelley and Crichton, Susan (2011) Blended learning internationalization from the Commonwealth: an Australian and Canadian collaborative case study. In: Cases on globalized and culturally appropriate e-learning: challenges and solutions. Information Science Reference (IGI Global), pp. 141-163. ISBN 978-1-61520-989-7
Abstract
This case depiction addresses the contentious issue of providing culturally and globally accessible teaching and learning to international students in universities in the Commonwealth nations of Australia and Canada. The chapter describes the university systems and cultures, the barriers to authentic higher education internationalization, and the problems frequently experienced by international students. Two university cases are presented and analysed to depict and detail blended learning approaches (face-toface
combined with e-learning) as exemplars of culturally and globally accessible higher education and thereby ideologically grounded internationalization. Lessons learned are presented at the systems level and as teaching and learning solutions designed to address pedagogical problems frequently experienced by international students in the areas of communication, academic skills, teaching and learning conceptualization, and moving from rote learning to critical thinking. The blended learning solutions are analysed through the lens of critical theory.
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| Item Type: | Book Chapter (Commonwealth Reporting Category B) |
|---|---|
| Refereed: | Yes |
| Item Status: | Live Archive |
| Additional Information: | Files associated with this item cannot be displayed due to copyright restrictions. |
| Faculty/School / Institute/Centre: | No Faculty |
| Faculty/School / Institute/Centre: | No Faculty |
| Date Deposited: | 22 Aug 2017 00:16 |
| Last Modified: | 21 Feb 2018 05:42 |
| Uncontrolled Keywords: | international students; Australia; Canada; higher education; blended learning |
| Fields of Research (2008): | 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators |
| Identification Number or DOI: | https://doi.org/10.4018/978-1-61520-989-7.ch007 |
| URI: | http://eprints.usq.edu.au/id/eprint/32993 |
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