Inter-University International Collaboration for an Online Course: A Case Study

Conference paper
Part of the Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering book series (LNICST, volume 138)

Abstract

This paper is a practical account of the experience of collaboration between two international partners – one in Europe and the other in the United States. This collaboration experience is a lens through which the authors outline the origin, design and implementation of an inter-university teaching experience. The processes, strengths and difficulties are outlined and the rationale for utilising a virtual world is given, along with the participants’ perspectives of the experience. No institutional changes or formal agreements were needed.

The same course was validated and accredited by each institution and designed to address the requirements of each with the responsibility for participant progress and assessment remaining with the home institution. The paper discusses issues of coordination and makes recommendations for developing similar collaborations.

Keywords

Virtual learning environments VLEs Virtual worlds Second life Communities of practice Collaborative learning Globalization Student exchange 

References

  1. 1.
    A Statistical Overview of the ERASMUS Programme in 2011–12. Directorate-General for Education and Culture, European Commission, Brussels (2013)Google Scholar
  2. 2.
    Barker, C.M.: Education for International Understanding and Global Competence. Carnegie Corporation Convention, New York (2000)Google Scholar
  3. 3.
    Galarneau, L.: Spontaneous communities of learning: learning ecosystems in massively multiplayer online gaming environments. In:Proceedings of DiGRA 2005 Conference: Changing Views – Worlds in Play (2005)Google Scholar
  4. 4.
    Lave, J., Wenger, E.: Situated Learning: Legitimate Peripheral Participation. Cambridge University Press, Cambridge (1991)CrossRefGoogle Scholar
  5. 5.
    Wenger, E.: Communities of practice: learning as a social system. Syst. Think. 9(5), 2–3 (1998)Google Scholar
  6. 6.
    Morgado, L., Varajão, J., Coelho, D., Rodrigues, C., Sancin, C., Castello, V.: The attributes and advantages of virtual worlds for real world training. J. Virtual Worlds Educ. 1(1), 15–36 (2010)Google Scholar
  7. 7.
    Schaffhauser, D.: Research: education could use more ‘connected learning’. T.H.E. Journal (2013). http://thejournal.com/articles/2013/01/17/research-education-could-use-more-connected-learning.aspx. Accessed 27 May 2014
  8. 8.
    Tucker, B.: The flipped classroom. Educ. Next 12(1), 82–83 (2012)Google Scholar
  9. 9.
    Rapanotti, L., Minocha, S., Barroca, L., Boulos, M.N., Morse, D.R.: 3D virtual worlds in higher education. In: Olofsson, A.D., Lindberg, J.O. (eds.) Informed Design of Educational Technologies in Higher Education: Enhanced Learning and Teaching, pp. 212–240. IGI Global, Hershey (2012)CrossRefGoogle Scholar

Copyright information

© Institute for Computer Sciences, Social Informatics and Telecommunications Engineering 2014

Authors and Affiliations

  • Claudia Igbrude
    • 1
  • John O’Connor
    • 1
  • Dudley Turner
    • 2
  1. 1.Dublin Institute of TechnologyDublinIreland
  2. 2.University of AkronAkronUSA

Personalised recommendations