The Globalisation of Higher Education by Timothy Hall Tonia Gray Greg Downey & Michael Singh

Author:Timothy Hall, Tonia Gray, Greg Downey & Michael Singh
Language: eng
Format: epub
Publisher: Springer International Publishing, Cham

Methodology

Service-learning connections occurred as a virtual classroom delivered through the Faculty of Education’s Blackboard site, e-mail between lecturers and students, Skype, a purpose-built Google+ community site the first year of the pathway, and an Edmodo community site for the second year of the pathway. In the first year of the pathway, 16 fourth-year Australian preservice teachers, 12 Malaysian preservice teachers, and four Fijian teachers participated; in the second year of the pathway, 19 Australian preservice teachers, 10 Malaysian preservice teachers, and five Fijian teachers participated. The Australian preservice teachers chose whether they wanted to interact with partners in Malaysia or in Fiji. In the Malaysia pathway, preservice teachers connected with fellow Malaysian preservice teachers to create a cultural storybook that would be appropriate for children in both Malaysia and Australia . The Malaysian preservice teachers had completed a subject on developing cultural storybooks as part of their course before engagement in the service-learning pathway so were considered to have some prior learning in this area. In the Fijian pathway, preservice teachers connected with in-service teachers to write a segment of curriculum that could be used both in Fiji schools and by the Australian preservice teachers in Australian schools. In this partnership, the Fijian teachers were deemed the “experts” in the process who had knowledge of the Fijian curriculum that the Australian preservice teachers did not. It was anticipated, then, that the Australian preservice teachers would gain some understanding of internationalization of curriculum through a heightened cultural collaboration with partners overseas. It should be noted, however, that participation in the virtual classroom for the Australian preservice teachers was attached to a compulsory assessment component of their inclusive education unit of study. Engagement by the other participants was voluntary.

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