Making Virtual Global Learning Transformative and Inclusive: A Critical Reflective Study on High-Impact Practices in Higher Education

Autor/in	Guo-Brennan, Linyuan
Titel	Making Virtual Global Learning Transformative and Inclusive: A Critical Reflective Study on High-Impact Practices in Higher Education
Quelle	In: Journal of Teaching and Learning, 16 (2022) 2, S.28-49 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-1154
Schlagwörter	Inclusion; Transformative Learning; Global Approach; Empathy; Cultural Awareness; Innovation; Higher Education; Diversity; Equal Education; COVID-19; Pandemics; Well Being; Sustainability; Information Technology; Distance Education; Evidence Based Practice; Reflection; Learning Management Systems; Intercultural Communication; Curriculum Development; Perspective Taking; Computer Mediated Communication + Suchen Sie Ihr Suchwort? Inklusion; Pädagogische Transformation; Globales Denken; Empathie; Cultural identity; Kulturelle Identität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Well-being; Wellness; Wohlbefinden; Nachhaltigkeit; Informationstechnologie; Distance study; Distance learning; Fernunterricht; Interkulturelle Kommunikation; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Zukunftsperspektive; Computerkonferenz
Abstract	The COVID-19 pandemic has highlighted the importance of global competence, agility, empathy, and innovation in managing opportunities, crises, and problems. Global learning and engagement in higher education is the pathway towards developing learners' intercultural competence, fostering an appreciation of diversity, inclusion, and equity, and empowering individual agency towards collective wellbeing and sustainability. Digital transformation and available tools have expanded the scope and depth of global learning in virtual environments. This article reports a critical reflective study on virtual global learning and shares high-impact, evidenced-based strategies to make virtual global learning more equitable, inclusive, meaningful, and relevant to all learners in higher education. (As Provided).
Anmerkungen	Journal of Teaching and Learning. 401 Sunset Ave. Faculty of Education, University of Windsor, Windsor, Ontario, Canada N9B 3P4. Tel: 519-253-3000 Ext. 4068; e-mail: jtl@uwindsor.ca; Web site: https://ojs.uwindsor.ca/index.php/JTL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01