McLoughlin, C. (2014). Open, flexible and participatory pedagogy in the era of globalisation: Open education and international eLearning. V. Wang. International Education and the Next-Generation Workforce: Competition in the Global Economy 224-240. Hershey, USA: IGI Global. Retrieved from https://doi.org/10.4018/978-1-4666-4498-4.ch013
The socio-political and economic conditions of the world signal that the global society is moving towards an era of international, cross-border collaboration in education. International higher education by its very nature sits at an intersection of socio-cultural, economic, and geopolitical variables. Over the years, we have seen the complex interaction of the factors that influence patterns of student mobility, institutional strategies and economic forces. Worldwide, institutions of higher education (IHEs) are including global and international themes in their mission statements, courses, and strategic plans. Internationalization is seen as the integration of an international/intercultural dimension into teaching, research, and service of an institution. Internationalizing educational delivery can require significant change and is systematically complex, requiring faculty, staff, students, administrators, and community members who aspire to communicate with, understand, and connect with the diverse 21st-century global community. In this globally connected millennium, as institutions are moving towards Open Access and the use of OER (Open Education Resources) to widen participation and access to higher education, there is a consequent need to redesign pedagogy, teacher roles, and the use of technology to support learning.
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