Blended Learning Internationalization from the Commonwealth: An Australian and Canadian Collaborative Case Study

Shelley Kinash (Bond University, Australia) and Susan Crichton (University of Calgary, Canada)
Copyright: © 2011 |Pages: 167
EISBN13: 9781609606824|DOI: 10.4018/978-1-61520-989-7.ch007
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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-to-face 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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