Australian TNE Programmes in Southeast Asia: The Student Perspective

Autor/inn/en	Miliszewska, Iwona; Sztendur, Ewa
Institution	Observatory on Borderless Higher Education
Titel	Australian TNE Programmes in Southeast Asia: The Student Perspective
Quelle	(2010), (34 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Distance Education; Holistic Approach; Program Effectiveness; Foreign Countries; Student Attitudes; International Programs; Technology Uses in Education; Instructional Effectiveness; Educational Indicators; Curriculum Design; Instructional Design; Educational Assessment; Cultural Influences; Cultural Context; Asia; Australia; Hong Kong; Malaysia; Singapore; Vietnam + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Holistischer Ansatz; Ausland; Schülerverhalten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtserfolg; Educational indicato; Bildungsindikator; Lehrplangestaltung; Lesson concept; Lessonplan; Unterrichtsentwurf; Education; assessment; Bewertungssystem; Cultural influence; Kultureinfluss; Asien; Australien; Hongkong; Singapur
Abstract	Much of the research in transnational education (TNE) to date has focused around its effectiveness as a teaching medium, and the use of new technologies for teaching. Little attention has been given to the beliefs and behaviours that need to accompany technology so that it has the desired effects; these are assumed to follow the introduction of technology and are largely overlooked. Yet these factors impact on the quality of distance education programmes, especially in transnational settings where additional cross-cultural issues influence the realisation of educational aims. This report highlights the need for a holistic approach to TNE; an approach that takes into consideration various dimensions of the TNE context, instead of focusing exclusively on technology. The report is based on a research study that used transnational students' views on the various dimensions of the TNE context as a key indicator of the effectiveness of transnational programmes; the dimensions included student, instructor, curriculum and instruction design, interaction, evaluation and assessment, technology, and programme management and organisational support. Data for the study was collected from approximately 500 transnational students participating in eight programmes offered by four Australian universities in Hong Kong, Malaysia, Singapore and Vietnam. The report outlines the findings of the study, highlighting the need for incorporating student perspectives in the provision of TNE programmes. The report concludes by discussing the potential application of its findings in reviewing existing and planning new TNE programmes. (As Provided).
Anmerkungen	Observatory on Borderless Higher Education. Woburn House, 20-24 Tavistock Square, London, WC1H 9HF, UK. Tel: +44-20-7380-6773; Fax: +44-20-7387-2655; e-mail: info@obhe.ac.uk; Web site: http://www.obhe.ac.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10