About this paper

Appears in:
Pages: 1644-1654
Publication year: 2018
ISBN: 978-84-09-05948-5
ISSN: 2340-1095
doi: 10.21125/iceri.2018.0137

Conference name: 11th annual International Conference of Education, Research and Innovation
Dates: 12-14 November, 2018
Location: Seville, Spain

TOWARDS THE INTERNATIONALISATION OF THE CURRICULUM: DIGITISING PEDAGOGY

T. Adekunle, S. Moodley, D. Timm

Durban University of Technology (SOUTH AFRICA)
The use of eLearning technologies in higher education provides a platform for a self-motivated inter and intra-cultural exchange of ideas between all users-students and facilitators inclusive. This study explores the use of eLearning tools in the facilitation of an online collaboration (COIL) embedded in a General Education (Durban University of Technology) module called Cultural Diversity with the State University of New York (SUNY) and Monroe Community College (MCC). We describe the pros and cons of students’ and facilitators’ online engagement with BlackBoard, VoiceThread, Skype, Zoom and WhatsApp alongside their impact on students' participation and our achievable outcomes. Students’ and facilitators’ reflections were thematically analysed to determine the impact of the inter and intra-cultural collaboration cross- culturally and cross disciplinarily. Students’ interactions during the e-learning sessions were also examined in a bid to explore cross border influences on their self-development and learning processes. Findings reveal the presence and impact of gaps (language, ageism, time- difference) and social group (race, religion) dynamics which often times come in the way of anticipated and productive student engagement. It was also discovered that besides these inter-cultural challenges, the observed late implementation of the elearning platform and student training contributed to misconceptions between students, hence, causing a not-so-friendly interaction among students which impeded the anticipated enriching inter-cultural exchange via students’ engagement. These issues were traced back to the approach and implementation of the module at the time of the year at both institutions. The paper suggests that as remarkable as eLearning is in the internationalisation of the curriculum, prior planning must be instituted and this includes the non-interventionist involvement of key institutional stake holders in higher institutions of learning. The exclusive collaboration of faciliatators, students and the appropriate institutional sectors are significant to elearning productivity and successes.
@InProceedings{ADEKUNLE2018TOW,
author = {Adekunle, T. and Moodley, S. and Timm, D.},
title = {TOWARDS THE INTERNATIONALISATION OF THE CURRICULUM: DIGITISING PEDAGOGY},
series = {11th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2018 Proceedings},
isbn = {978-84-09-05948-5},
issn = {2340-1095},
doi = {10.21125/iceri.2018.0137},
url = {http://dx.doi.org/10.21125/iceri.2018.0137},
publisher = {IATED},
location = {Seville, Spain},
month = {12-14 November, 2018},
year = {2018},
pages = {1644-1654}}
TY - CONF
AU - T. Adekunle AU - S. Moodley AU - D. Timm
TI - TOWARDS THE INTERNATIONALISATION OF THE CURRICULUM: DIGITISING PEDAGOGY
SN - 978-84-09-05948-5/2340-1095
DO - 10.21125/iceri.2018.0137
PY - 2018
Y1 - 12-14 November, 2018
CI - Seville, Spain
JO - 11th annual International Conference of Education, Research and Innovation
JA - ICERI2018 Proceedings
SP - 1644
EP - 1654
ER -
T. Adekunle, S. Moodley, D. Timm (2018) TOWARDS THE INTERNATIONALISATION OF THE CURRICULUM: DIGITISING PEDAGOGY, ICERI2018 Proceedings, pp. 1644-1654.
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