Enabling and Sustaining Globally Networked Learning Environments

Stärke-Meyerring, Doreen; Duin, Ann Hill; Palvetzian, Talene; Wilson, Melanie

doi:10.1163/9789087904753_003

Cited by 3 publications

(12 citation statements)

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“…Finally, amalgamation (the autonomy of the partners being deferred to a supra-organization) is applicable to GNLEs that extend beyond a single course and have structural effects on the participating institutions (O'Brien & Eriksson, 2010), Working relationships can also suffer from power imbalances related to language, institutional status, economic resources, access to technology and information, textbooks and assignments, and leadership (Starke-Meyerring, 2006). As Starke-Meyerring et al (2008) put it: "Without partnerships rooted in equality and reciprocity, curricula remained monocultural […] and overlooked power imbalances between rich and less wellresourced institutions, countries, and regions" (p.21). In the GNLE described by Fitch, Kirby and Amador (2008), not all participants were native-English speakers, but they promoted reciprocity through shared leadership, common syllabus and a balance between synchronous, asynchronous and regular classroom discussions.…”

Section: Working Relationships and Institutional Support In Establishmentioning

confidence: 99%

“…A survey disseminated by Starke-Meyerring, Duin and Palvetzian (2007) to 256 faculty members revealed that the keys issues in establishing a GNLE included resources (travel to partner site, workload, technology) and logistics (academic calendars, time zones, credit system). Professors may as well benefit from existing partnerships with institutions abroad, advice from the international office and funding opportunities to meet partners in face-to-face (Starke-Meyerring et al, 2008). Analyzing institutional support in three GNLEs, Wilson (20013) reports that, while in one case, the Director arranged for inter-cultural and online training, some professors explained being constrained by syllabus policies, lack of funding for job relief and international competition between institutions.…”

Section: Working Relationships and Institutional Support In Establishmentioning

confidence: 99%

“…GNLEs usually takes the form of an internet-based classroom partnership and shared learning environment in which instructors who are geographically distant jointly develop a learning activity, a course or a program and teach it simultaneously both to their regular (physical) classroom as well as to their partner's classroom (Starke-Meyerring et al, 2008). In these transnational educational settings, students have access to various expertise and opportunities to work with peers from other cultures.…”

Section: Introductionmentioning

confidence: 99%

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The Processes of Designing and Implementing Globally Networked Learning Environments and their Implications on College Instructors’ Professional Learning: The Case of Québec CÉGEPs

Bégin‐Caouette

Khoo

Afridi

2015

cie-eci

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This study describes the design and implementation processes of globally networked learning environments (GNLEs) in a college environment and discusses how these processes may contribute to instructors' professional learning. A thematic analysis was conducted on five interviews with instructors working in Quebec general and vocational colleges (CEGEPs). The design and implementation processes were mapped out using Fretchling's (2007) logic modeling basic components. Findings suggest that GNLEs in a college context take the form of joint lectures or joint activities. Instructors reported that designing and teaching within a GNLE had led to pedagogical, intercultural and technology-related learning; and that learning was fostered by unforeseen challenges as well as long-standing partnerships. Résumé L’objectif de cette étude est de décrire les processus de conception et de mise en œuvre de milieux d’apprentissage réseautés internationalement (MARI) dans un environnement collégial ainsi que d’analyser leur influence sur le perfectionnement professionnel. Une analyse thématique réalisée à partir de cinq entrevues avec des enseignants de cégeps a permis d’élaborer un modèle logique (Fretchling 2007). Les résultats suggèrent que les MARI implantés dans un collège prennent surtout la forme de cours magistraux ou d’activités pédagogiques conjointes. Pour les enseignants impliqués, le perfectionnement (pédagogique, interculturel ou technologique) résulte des imprévus et des partenariats durables inhérents aux MARI.

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Section: Working Relationships and Institutional Support In Establishmentioning

confidence: 99%

Section: Working Relationships and Institutional Support In Establishmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Processes of Designing and Implementing Globally Networked Learning Environments and their Implications on College Instructors’ Professional Learning: The Case of Québec CÉGEPs

Bégin‐Caouette

Khoo

Afridi

2015

cie-eci

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“…Learning about culture can occur in a diverse classroom but it does not necessarily involve learning across cultures in interactive and collaborative ways recommended by Starke-Meyerring and Wilson (2008). For this reason, the project was designed to provide students with an opportunity to learn about intercultural communication through intercultural communication.…”

Section: Online Intercultural Communicationmentioning

confidence: 99%

“…Effective interpersonal and intercultural communication involves trust between the communicating parties (Noma and Crossman, 2012). Trust building in online environments is both time consuming and challenging not least because the openness, respect and commitment to each others' needs can occur when participants are unable to interpret non-verbal signals Starke-Meyerring et al, 2008).…”

Section: Interpersonal and Intercultural Relationship Managementmentioning

confidence: 99%

Piecing the puzzle

Crossman

Bordia

2012

Jnl Intl Education in Business

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If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -The purpose of this paper is to present a framework based on lessons learnt from a recently completed project aimed at developing intercultural online communication competencies in business students. Design/methodology/approach -The project entailed collaboration between students and staff in business communication courses from an Australian and European university. The project was designed as a response to calls within the literature to equip business graduates with intercultural expertise for global online collaboration. Findings -Based on theoretical perspectives, staff experience and data based on student evaluations of the project, a framework has been constructed based on the issues that emerged. The issues include: institutional support, project and course goal alignment, interpersonal and intercultural relationship management and technological capabilities.Research limitations/implications -The paper is limited to the experiences and responses from the Australian university. Future research should aim to collect data from both organizations involved in the collaboration. Practical implications -The framework has been constructed to assist business educators in creating collaborative international projects in the future. Originality/value -Research in international education suggests the need to create collaborative projects that provide students with real life opportunities in intercultural collaboration. However, little guidance exists for academics in terms of creating and coordinating such activities. The current paper provides a framework towards the development of such pedagogic activities.

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Faculty Development Through Collaborative Online International Learning

Swartz

2021

Developments in Virtual Learning Environments and the Global Workplace

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Professional development through collaborative online international learning (COIL) is not reserved for students. Instructors are also positively influenced through the exchange with colleagues from diverse institutions, backgrounds, pedagogies, and practices. Instructors gain global understanding, which they can impart on their students and use to help facilitate intercultural curricula at their institutions. Engaging their students in virtual teamwork means intense collaboration and agreement on assignments, deadlines, assessment, and learning outcomes, which in turn enables instructors to reevaluate their own values and methods of work. The chapter describes how instructors from four universities in the USA and Europe faced the challenges of creating a common team culture while engaging their students in COIL projects. During the process of overcoming technological, institutional, and cultural differences, these instructors developed both personally and professionally.

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Enabling and Sustaining Globally Networked Learning Environments

Cited by 3 publications

References 0 publications

The Processes of Designing and Implementing Globally Networked Learning Environments and their Implications on College Instructors’ Professional Learning: The Case of Québec CÉGEPs

The Processes of Designing and Implementing Globally Networked Learning Environments and their Implications on College Instructors’ Professional Learning: The Case of Québec CÉGEPs

Piecing the puzzle

Faculty Development Through Collaborative Online International Learning

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