Cross-Cultural Online Learning in Higher Education and Corporate Training

Cross-Cultural Online Learning in Higher Education and Corporate Training

Jared Keengwe (University of North Dakota, USA), Gary Schnellert (University of North Dakota, USA) and Kenneth Kungu (Tennessee State University, USA)
Indexed In: SCOPUS
Release Date: January, 2014|Copyright: © 2014 |Pages: 337
ISBN13: 9781466650237|ISBN10: 1466650230|EISBN13: 9781466650244|DOI: 10.4018/978-1-4666-5023-7

Description

The rapid growth in online and virtual learning opportunities has created culturally diverse university classes and corporate training sessions. Instruction for these learning opportunities must adjust to meet participant needs.

Cross-Cultural Online Learning in Higher Education and Corporate Training brings together professional discourse regarding best practices, challenges, and insights on both higher education and corporate training settings. This book is a vital instrument for instructional designers, faculty, administrators, corporate trainers, students and researchers interested in design and facilitation of online learning for a global audience.

Topics Covered

The many academic areas covered in this publication include, but are not limited to:

  • Adult Learning Characteristics
  • Cross-Cultural Adult Web-Based Learning
  • Cultural Competence Issues
  • Instructional Delivery
  • Instructional Design and Challenges
  • Online Learning

Table of Contents and List of Contributors

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Author(s)/Editor(s) Biography

Jared Sagini Keengwe is a Professor at the University of North Dakota (UND) and currently serves as the coordinator of the Elementary Education program. He is the editor-in-chief of two IGI Global Book Series: Advances in Higher Education and Professional Development (AHEPD) and Advances in Early Childhood and K-12 Education (AECKE). Prof. Keengwe has published several books and over 100 publications in journals and conference proceedings. His research interests focus on digital technology integration and learner-centered pedagogy in teacher education. His work was honored with the UND Foundation/McDermott Faculty Award for Excellence in Academic Advising. He was a recipient of the North Dakota Spirit Faculty Achievement Award in recognition of significant contributions in teaching, research, and service. At the national level, Prof. Keengwe was one of the 10 recipients selected to receive the 2010 American Educational Research Association (AERA) Teacher Education Travel Award. More recently, Prof. Keengwe was a recipient of the 2017 Carnegie African Diaspora Fellowship.
Dr. Gary Schnellert is a Full Professor of Educational Leadership in charge of doctoral cohorts at the University of North Dakota, USA. Dr. Schnellert received his Ph.D. from Iowa State University. Prior to working in higher education, he served for fourteen years in public school administration as a superintendent and principal, and assistant principal in Canada, The Caribbean, and Iowa. Dr. Schnellert specializes in Career and Technical Education, and Educational Leadership. His research interests, writing, and publications focus on the functions of emerging technologies in higher education and other educational settings, International Education, Industrial Technology, and Educational reforms. He assists school districts with curriculum renewal, facilities planning, and administrative searches. He continues to advise and mentor students seeking for full licensure in various states.
Dr. Kenneth Kungu is a faculty member at the College of Business, Tennessee State University. Dr. Kungu obtained his Doctorate in Human Resource and Leadership Development from Louisiana State University. He teaches courses in Human Resource Management, Organization Behavior and Leadership. His research interests include self-directed learning, career development, cross-cultural HR practices and employee health and wellness.

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