Learning Design to Increase Collaboration in International E-Learning

ID: 52478 Type: Brief Paper
  1. Betul Czerkawski, The University of Arizona, United States

Wednesday, March 28 1:45 PM-2:05 PM Location: Bell View on map

Presider: Denise Johnson, Winston-Salem State University, United States

Abstract: Learning or instructional design has been increasing in significance in higher education. Currently, almost all universities and colleges hire professionals to provide support for faculty so that the courses offered reflect the most recent learning theories, educational innovations, appropriate technologies, and assessment procedures that are aligned with the learning outcomes. However, when it comes to international education, an area that can benefit greatly from such design efforts, universities allocate very little support for faculty members. Most instructors involved in global or international education are on their own to design their courses while dealing with the intricacies of differences in educational systems and approaches. This adds to other obvious differences such as language and culture. Furthermore, the international education activities widely utilize collaborative technologies since most of the teaching and learning activities depend on the quality of interactions among its participants. However, both the learning and the interaction design gets very little attention, since the instructors and researchers have more pressing priorities to deal with when it comes to international education. This paper looks at the current status of the international e-learning practices at higher education institutions and summarizes common learning design practices as well as trends for future.


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