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Journal articles on the topic 'Global Virtual Classroom'

Author: Grafiati

Published: 28 May 2022

Last updated: 31 July 2025

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1

Patterson, Lynn M., Paula Botero Carrillo, and Rigoberto Solano Salinas. "Lessons From a Global Learning Virtual Classroom." Journal of Studies in International Education 16, no. 2 (2011): 182–97. http://dx.doi.org/10.1177/1028315311398665.

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Magnier-Watanabe, Remy, Yoshiaki Watanabe, Olivier Aba, and Harald Herrig. "Global virtual teams’ education: experiential learning in the classroom." On the Horizon 25, no. 4 (2017): 267–85. http://dx.doi.org/10.1108/oth-02-2017-0007.

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Purpose This paper aims to examine how students can learn how to work in multi-cultural global virtual teams in a classroom-based setting using experiential learning. The students from two graduate programs in France and Japan were given relevant reading materials, individual and joint team assignments on virtual team work and were asked to evaluate their work using previously identified global virtual team key success factors. Design/methodology/approach Text-mining and co-word analyses of students’ assignments, and correlations of keyword frequencies with student culture scores provide insig

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Gáti, József, and Gyula Kártyás. "Implementation of Course Model Driven Virtual Classroom in Higher Education." Journal of Advanced Computational Intelligence and Intelligent Informatics 10, no. 4 (2006): 504–9. http://dx.doi.org/10.20965/jaciii.2006.p0504.

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Advances in information technology stimulate development of applications to enhance Internet-based higher education. Reviewing a virtual classroom model, we studied the possibilities and problems of introducing model-based distance learning in everyday higher education. We survey important issues and methodological elements of virtual classrooms in relation to demands of teaching procedures, programs, and materials. Our main objective is to determine specific circumstances enabling objects to be defined for this special modeling. We begin by introducing application of features in models for vi

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M., Kalaiselvi, Sabika Banu S., Sneha T., Soniya M., and S. Yashna R. "VIRTUAL CLASSROOM: FACE RECOGNITION ATTENDANCE SYSTEM FOR VIRTUAL CLASSROOM USING DEEP LEARNING." International Journal of Applied and Advanced Scientific Research (IJAASR) 7, no. 1 (2022): 83–86. https://doi.org/10.5281/zenodo.6639474.

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The COVID-19 pandemic outbreak has resulted in an unprecedented crisis across the globe. The pandemic created an enormous demand for innovative technologies to solve crisis-specific problems in different sectors of society. In the case of the education sector and allied learning technologies, significant issues have emerged while substituting face-to-face learning with online virtual learning. Several countries have closed educational institutions temporarily to alleviate the COVID-19 spread. The conclusion of instructive establishments constrained the instructors across the globe to widely ut

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Beach, Pamela, Melanie Perreault, and Leapetswe Malete. "Global Engagement in the Kinesiology Classroom Through Virtual Exchange." Kinesiology Review 10, no. 4 (2021): 398–403. http://dx.doi.org/10.1123/kr.2021-0043.

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As the importance of intercultural competence increases for future professionals, kinesiology faculty should consider internationalizing their curriculum. Faculty can promote intercultural competence through a variety of experiences, including studying abroad, attending international conferences, or adding a virtual exchange component to their classes. Global engagement in the classroom allows students to examine problem solving by scholars globally and enhances soft skills and career readiness skills. Because international travel through study abroad programs poses many challenges, this paper

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Shinde1, Abhilasha. "Enhanced Virtual Classroom for Better Interaction." INTERANTIONAL JOURNAL OF SCIENTIFIC RESEARCH IN ENGINEERING AND MANAGEMENT 08, no. 03 (2024): 1–3. http://dx.doi.org/10.55041/ijsrem29153.

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Online mode of learning is becoming more and more popular due to changes in education, society, and technology. This affects how students learn as well as how tutors teach. Additionally, this changes the way that each of these parties communicates with the others. Modern e- learning system affordances enable users to work on various projects or assignments for training courses on their own schedule. They may also work together and exchange experiences and knowledge, which creates rich learning flows within businesses. Future studies should make use of the large amounts of data generated by the

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Brighton, Christopher. "Training for Virtual Exchange." Journal of Virtual Exchange 3 (SI-IVEC2019) (December 11, 2020): 69–79. http://dx.doi.org/10.21827/jve.3.35810.

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The article describes the training program introduced at East Carolina University (ECU) for the Global Understanding (GU) program and the Global Partners in Education (GPE) consortium. The aim of the training was to reinforce instructors’ intercultural skills and build on the well-known methodology of virtual exchange. Over one semester, the instructors attended face-to-face training sessions. These two-hour meetings focused on several pre-identified areas which needed increased instructor awareness: Cultural Intelligence (CQ), reflections, and classroom management, as well as teamwork and col

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Simmons, Maureen. "The Internet and the Virtual Global Classroom: an Overview for Educators." Educational Media International 32, no. 4 (1995): 224–29. http://dx.doi.org/10.1080/0952398950320409.

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Turchi, Laura B., Ann C. Christensen, and Clayton Stromberger. "Teaching Shakespeare: Shakespeare Performance in a Virtual and Real Global Classroom." English Journal 109, no. 1 (2019): 120–22. http://dx.doi.org/10.58680/ej201930289.

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Wolak, Martin, and Mi Song Kim. "A Case Study of Virtual Kindergarten Teachers in Technology-Enhanced Classrooms." International Journal of Information and Education Technology 13, no. 1 (2023): 82–92. http://dx.doi.org/10.18178/ijiet.2023.13.1.1783.

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With the threat of future global pandemics and the possible necessity to mandate schools to transition to temporary online learning, it is imperative to provide kindergarten teachers with effective pedagogical practices using technological devices and resources in virtual classrooms. To address this challenge, this case study aims to discover 1) the attitudes and beliefs towards digital screen-based technologies or resources in the virtual classroom, 2) the benefits and challenges of teaching and learning in virtual kindergarten classrooms, 3) the digital screen-based technological tools or re

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Bari, Tasfia, and Munther Abualkibash. "Comparing Virtual Learning Techniques Upon Technology Acceptance and Student Engagement in Differing Classroom Environment." International Journal on Integrating Technology in Education 10, no. 2 (2021): 1–8. http://dx.doi.org/10.5121/ijite.2021.10201.

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With divergent educational processes brought forth through the unforeseen circumstances such as a global pandemic, students have become obligated to pursue virtual means towards obtaining their education. Therefore, this study seeks to review the different formats of virtual learning processes and methodologies that are currently made available to students based on student and user perception and technology adoption efforts. Through comparative analysis efforts identifying synchronous, hybrid and asynchronous virtual educational standards across multiple publications and understanding technolo

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Trang, Tran Thi Thuy. "From practice to prediction about the trend to develop virtual classroom model on cloud computing." Science & Technology Development Journal - Social Sciences & Humanities 5, no. 2 (2021): first. http://dx.doi.org/10.32508/stdjssh.v5i2.664.

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The model "classroom in the cloud" is implemented with the same functionalities as a traditional classroom so that global learners can experience learning without having to go to school, and can personalize schedule and learning program based on their learning demand and situation. From the perspective of social science , the article structured the method to implement and operate the virtual classroom using cloud computing technology. Besides, the article also surveyed 116 learners' satisfaction after experiencing the actual "classroom in the cloud" through the class of Japanese conversation s

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Devereux, Taryn, and Anna Glenn. "Transformational Learning Through Shifting Global Perspectives." Journal of International Students 12, S3 (2022): 96–115. http://dx.doi.org/10.32674/jis.v12is3.4642.

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The Global Classroom Model (GCM) is a project-based, cross-cultural, and virtual course conducted in partnership between institutions of higher education. Instructors at the University of Maryland (UMD) and the Liberia International Christian College (LICC) co-developed and co-instructed a novel and innovative Global Agriculture iteration of the Global Classroom (GC) course and collected data from students (n= 46) and stakeholders (n=18) through 2019, 2020, and 2021. This research used mixed-method pre/post interviews to address changes in attitudes, aspirations, and perceptions, and to better

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Taras, Vas, Dan V. Caprar, Daniel Rottig, et al. "A Global Classroom? Evaluating the Effectiveness of Global Virtual Collaboration as a Teaching Tool in Management Education." Academy of Management Learning & Education 12, no. 3 (2013): 414–35. http://dx.doi.org/10.5465/amle.2012.0195.

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Griffin, Daniel, Silvia Gallagher, Vanessa Vigano, et al. "Best Practices for Sustainable Inter-Institutional Hybrid Learning at CHARM European University." Education Sciences 12, no. 11 (2022): 797. http://dx.doi.org/10.3390/educsci12110797.

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CHARM European University offers an inter-institutional Master’s (MSc) in Global Challenges for Sustainability across five European university campuses using innovative, challenge-based, transdisciplinary, and student-centered pedagogies. However, delivering modules across multiple locations at the same time poses a major challenge. Multiple hybrid classrooms solve this challenge by offering spaces for students and staff to teach and learn locally and remotely. This study describes the first Participatory Action Research (PAR) cycle iteration of the design, implementation, testing, and deliver

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Mattos, Andréa Machado de Almeida. "Virtual Classrooms in Brazil: teachers' difficulties and anxieties towards technology in language learning." Revista Brasileira de Linguística Aplicada 3, no. 2 (2003): 115–32. http://dx.doi.org/10.1590/s1984-63982003000200006.

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Many researchers, nowadays, have been enthusiastic in promoting the advantages of introducing technology in the language classroom, but few have been worried with the problems and anxieties that result from changes in a long-lasting culture such as the culture of language learning. This paper aims at discussing the problems faced by teachers who have been working with technology in their language classrooms. The research design was based on theoretical and empirical studies both in the areas of Computer Assisted Language Learning and Teacher Development. The main objective of this paper is, th

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Dhakal, Prem Kumari. "Learning Mathematics through virtual mode: A review of literature." Siddhajyoti Interdisciplinary Journal 3, no. 1 (2022): 115–25. http://dx.doi.org/10.3126/sij.v3i1.46278.

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This paper identified the gap in existing literature in virtual learning environment in Mathematics. About seven books, twenty-nine journal articles, four conference papers and eight doctoral dissertations were collected from five different websites (Research gate, Elsevier, Wolfram Alpha, Directory of open access journals and Semantic scholar) and four electronic databases (Pro Quest Dissertations & Theses Global, Google Scholar, ERIC and Science Direct). The collected literature was reviewed thematically. The literature indicated that virtual learning is the useful learning process and a

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Sinfield, David, and Thomas Cochrane. "Augmenting visual design: Designing the changing classroom." E-Learning and Digital Media 17, no. 5 (2018): 365–87. http://dx.doi.org/10.1177/2042753018773769.

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Art and design undergraduate educational programmes such as Graphic Design studies are based upon best practice within the Graphic Design industry. Thus, the classroom environment is designed to mirror a typical design studio environment. However, traditional design studio interaction and collaboration are undergoing rapid transformation in practice triggered by an increasingly global digitally networked professional environment. In response, this paper outlines our journey of redesigning an undergraduate graphic design curriculum to enable students to engage beyond the context of the classroo

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Yasin, Rizwan, Sara Amin, and Muhammad Adnan Yasin. "Beyond the Classroom: The Role of Technology in Modern Education." Journal of Human Dynamics 2, no. 2 (2024): 69–76. http://dx.doi.org/10.55627/jhd.002.02.0852.

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Technology has become an integral aspect of people’s lives, which has affected education significantly. This paper explores the transformative role of digital technologies in education, highlighting how technological advancements have enabled students and instructors to transcend traditional classroom barriers. It examines the benefits of tools such as virtual collaboration platforms, AI-driven learning systems, and digital classrooms in enhancing engagement, personalizing education, and providing global access to learning. Despite the benefits, challenges such as unequal access to technology,

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Simões, Anabela Valente, and Chittima Sangiamchit. "Internationalization at Home: Enhancing Global Competencies in the EFL Classroom through International Online Collaboration." Education Sciences 13, no. 3 (2023): 264. http://dx.doi.org/10.3390/educsci13030264.

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Higher education institutions today are expected to not only equip students with the skills and qualifications required to succeed professionally, but also to prepare them to develop active learning strategies, build successful interpersonal relations—both at local and global levels—and be active citizens who are able to handle change and uncertainty. Synonymous with the notions of “virtual mobility” or “internationalization at home”, Collaborative Online International Learning (COIL) is an educational approach with the potential to enhance the development of this broader skillset while provid

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Macfadyen, Leah P. "Symposium 7: Constructing ethnicity and identity in the online classroom." Proceedings of the International Conference on Networked Learning 6 (May 5, 2008): 560–68. http://dx.doi.org/10.54337/nlc.v6.9377.

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In any new learning environment, diverse learners are expected to engage intellectually with peers, course materials and instructors, through argumentation, discussion and critical reflection on ideas. This expectation presupposes, however, a wealth of background understanding: shared assumptions, shared concepts, shared understanding of methods of argument. If learners do not arrive with a common cultural (and intellectual) heritage, they must negotiate or co-construct a new learning culture in which the ‘rules of engagement’ are understood and shared, before fruitful intellectual engagement

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Statti, Aubrey L. C. "Learner-Active Technology-Infused Classroom." International Journal of Smart Education and Urban Society 12, no. 1 (2021): 30–44. http://dx.doi.org/10.4018/ijseus.2021010103.

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With the continued rise of importance in developing digital learners, this article seeks to review a study centered on an example of innovative, technologically-advanced curriculum through the learner-active technology-infused classroom (LATIC) format as well as to discuss the possibilities of engaging learners in this format through virtual education settings. The LATIC approach pursues student achievement through three primary principles: academic rigor, student engagement, and student responsibility. In order to accomplish these goals, students are encouraged to work both independently and

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Ezzaoua, Omar. "Developing Intercultural Competence via Virtual Exchange Programs: The Case of Moroccan University Students." International Journal of Cultural and Religious Studies 4, no. 1 (2024): 15–25. http://dx.doi.org/10.32996/ijcrs.2024.4.1.3.

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This article presents the results of a study conducted at the School of Law and Economics of Casablanca. The study explores the effect of intercultural interventions in developing the learners’ intercultural competence. Two groups of informants representing two different master programs participated in this study. While the control group (29) attended only a traditional classroom course on Intercultural Awareness in Business, the treatment group (37) took the same class and also participated in a virtual exchange program that counted for 15% of their final grades. The study used the Intercultu

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Holt, Lila, and Mary F. Ziegler. "Promoting Team Learning in the Classroom." International Journal of Adult Vocational Education and Technology 2, no. 3 (2011): 1–11. http://dx.doi.org/10.4018/javet.2011070101.

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The new workplace is a key arena for learning in today’s society. The spiraling demand for knowledge in the workplace has increased interest in learning, especially team learning. Team learning can be viewed from multiple perspectives, making it difficult for career and technical educators (CTEs) to know how to prepare students for a team-based work environment, especially one that includes virtual teams. In addition, emerging technology adds to the confusion about how to provide effective learning experiences that mirror what is occurring in the workplace. To prepare the workforce of tomorrow

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Zolfaghari, Maryam, Christine K. Austin, Karl W. Kosko, and Richard E. Ferdig. "Creating Asynchronous Virtual Field Experiences with 360 Video." Journal of Technology and Teacher Education 28, no. 2 (2020): 315–20. https://doi.org/10.70725/349347jqxqno.

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The global COVID-19 pandemic has disrupted normal face-to-face classes across institutions. This has significantly impacted methods courses where preservice teachers (PSTs) practice pedagogy in the field (e.g., in the PreK-12 classroom). In this paper, we describe efforts to adapt an assignment originally situated in a face-to-face school placement into a virtual version. By utilizing multi-perspective 360 video, preliminary results suggest virtual field experiences can provide PSTs with similar experiences for observation-based assignments. Acknowledging that immersive virtual experiences are

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Acharya, Lochana, Sijan Poudyal, Prabhat Shrestha, and Abhishek Gupta. "PERCEPTION OF UNDERGRADUATE DENTAL STUDENTS TOWARDS VIRTUAL LEARNING AND CLASSROOM LEARNING." Journal of Chitwan Medical College 13, no. 4 (2023): 6–10. http://dx.doi.org/10.54530/jcmc.1441.

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Background: World Health Organization (WHO) declared Coronavirus disease (COVID-19) a public health emergency and global pandemic on March 11, 2020. This outbreak has led toa complete lockdown and has changed the educational delivery system across the world from traditional classroom learning (CL) to virtual learning (VL). This study was conducted to assess the perception of dental students towards virtual and classroom learning. Methods: A cross-sectional study was done among undergraduate dental students from the first year to the final year over a period of February 2021 to April 2021.A sel

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Hidayati, Fithriyah Nurul, Nor Laili Fatmawati, and Muntaha Muntaha. "Promoting Intercultural Communication in CCU Classroom of EFL students by Using VCT." Script Journal: Journal of Linguistics and English Teaching 9, no. 2 (2024): 67–85. http://dx.doi.org/10.24903/sj.v9i2.1773.

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Background Adapting to diverse communication practices prevents conflicts and promotes smoother interactions. It necessitates innovations like Virtual Culture Tour (VCT) in CCU learning. VCT provides real-world and interactive cultural learning. This research explores VCT's implementation in EFL CCU classrooms to enhance intercultural communication and surveys student responses. Methodology The research uses a mixed-method approach, combining qualitative data from CCU classroom observations and interviews at UIN Raden Mas Said Surakarta and Maritim Class of Global English Course, and quantitat

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Lu, Randy, Jocelyn Lam, Laura Enyedi, et al. "Flipped classroom approach to global outreach: cross-cultural teaching of horizontal strabismus to Chinese ophthalmology residents." International Journal of Ophthalmology 16, no. 2 (2023): 280–85. http://dx.doi.org/10.18240/ijo.2023.02.16.

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AIM: To evaluate the flipped classroom model for teaching horizontal strabismus didactics in an ophthalmology residency program in China as part of a visiting professorship from the United States. METHODS: Residents from an ophthalmology residency program in China were invited to participate in flipped classroom sessions taught by an experienced American ophthalmology faculty in 2018. Residents were instructed to watch a pre-class video lecture prior to the in-class-case-based activity. Content tests (5 Ophthalmic Knowledge Assessment Program style questions) and surveys were administered befo

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Membrillo-Hernández, Jorge, William Javier Cuervo Bejarano, Luis Alberto Mejía Manzano, Patricia Caratozzolo, and Patricia Vázquez Villegas. "Global Shared Learning Classroom Model: A Pedagogical Strategy for Sustainable Competencies Development in Higher Education." International Journal of Engineering Pedagogy (iJEP) 13, no. 1 (2023): 20–33. http://dx.doi.org/10.3991/ijep.v13i1.36181.

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One of the most popular strategies to develop skills such as collaborative work, critical thinking, and problem-solving is the application of COIL (Collaborative Online International Learning) through a Global Classroom in which Professors from at least two universities from different countries and cultures develop a period known as "Global Classroom" in which, through the Challenge Based Learning didactic technique, they solve a real-life challenge but from a distance, using digital communication tools. In this study, 4-week global courses were held between groups from the Tecnológico de Mont

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Setyaningrum, Rina Wahyu, Riski Lestiono, and Rosalin Ismayoeng Gusdian. "Towards CLIL-based international classes: Preparatory endeavours through training of English-mediated instruction." Journal of Community Service and Empowerment 6, no. 1 (2025): 85–95. https://doi.org/10.22219/jcse.v6i1.40320.

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In today’s global era, the internationalization of educational institutions is crucial. SD Muhammadiyah 4 Kota Malang acknowledged this necessity and is committed to providing high-quality education by adapting international standards. To fulfill this commitment as well as to support Sustainable Development Goal (SDG) No. 4, the school aims to create an international learning environment where teachers and students use English for instructions. Content and Language Integrated Learning (CLIL) is a suitable approach for internationalizing education at this school, as it integrates subject learni

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Sangermán Jiménez, María Artemisa, Pedro Ponce, and Esteban Vázquez-Cano. "YouTube Videos in the Virtual Flipped Classroom Model Using Brain Signals and Facial Expressions." Future Internet 13, no. 9 (2021): 224. http://dx.doi.org/10.3390/fi13090224.

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As a result of the confinement due to the COVID-19 pandemic, various educational institutions migrated their face-to-face teaching modality to a virtual modality. This article presents the implementation of the Flipped Classroom model in a completely virtual format to develop grammatical competency in Spanish. The model used videos from YouTube, one of the leading global social network platforms, and the videoconferencing system Zoom, the tool selected by the studied educational institution to continue academic operations during the health confinement. The model was enriched with the Index for

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Little, Craig B., Larissa Titarenko, and Mira Bergelson. "Creating a Successful International Distance-Learning Classroom." Teaching Sociology 33, no. 4 (2005): 355–70. http://dx.doi.org/10.1177/0092055x0503300402.

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As the global economy becomes more integrated, incorporating international experiences into college curricula becomes increasingly desirable for American students and their counterparts abroad. This paper describes one model for creating an international, Web-based, distance-learning classroom that can be used as a guide for those who might wish to pursue similar endeavors. Our replicated experiences teaching a sociology course on social control, twice under slightly different conditions, provide the basis for identifying the conditions and practices that optimize the goals of providing a foru

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Busby, L. P., I. Brown, G. Mwango, et al. "RISE (Radiology International Student Education): creation and utilization of virtual online classroom for global radiology education." Annals of Global Health 82, no. 3 (2016): 408. http://dx.doi.org/10.1016/j.aogh.2016.04.141.

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Jiwon, Han, Seo Jiwon, and Nguyen Thi Mai. "Implementing Virtual Reality in Science Education at South Korean High Schools." Journal Emerging Technologies in Education 3, no. 1 (2025): 1–11. https://doi.org/10.70177/jete.v3i1.2108.

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Background. The integration of Virtual Reality (VR) into educational settings has gained global momentum, offering immersive and interactive learning experiences that traditional methods often lack. In South Korea, where academic rigor and technological innovation coexist, there is a growing interest in leveraging VR to enhance science education at the secondary level. Purpose. This study investigates the implementation of VR in science classrooms across selected South Korean high schools, focusing on its pedagogical effectiveness, accessibility, and acceptance among teachers and students.Meth

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Myers, Suzanne, and Jocelyn Washburn. "Increasing Teacher Access to Instructional Coaching Through Virtual Tools: Advantageous Before, During, and After the Pandemic." Journal of Technology and Teacher Education 30, no. 3 (2022): 377–405. https://doi.org/10.70725/147103khbmkv.

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This article presents findings from a study examining the impact of a virtual community of practice (VCoP) on professional development (PD) providers learning how to coach teachers using a virtual coaching model called VECTOR. The study was conducted during a time of widespread school closures amidst a global pandemic, but findings can inform the feasibility and usability of VCoPs in situations where learners are geographically or otherwise isolated from learning experiences. Using a non-parametric t-test, pre-/post-group change showed significant effect sizes in three areas: participants’ use

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Tymofieiev, Oleksii, Natalia Ushko та Maria Yarifa. "Сovid-2019 Response: Virtual Educational Process at the Department of Oral and Maxillofacial Surgery using Google Classroom". Journal of Diagnostics and Treatment of Oral and Maxillofacial Pathology 4, № 3 (2020): 51–52. http://dx.doi.org/10.23999/j.dtomp.2020.3.1.

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Coronavirus disease 2019 (Covid-19)2 pandemic led to the severe restrictions around the globe due the extremely rapid spread of the virus and total death number 21,297 people on March 26.3 Quarantine measures of the Ukrainian Government became very similar to actions of the other countries. One of which, a closed educational institutions from March 12,4 created a need to continue education virtually using cutting-edge technologies such as Google Classroom and Google Meet.Google Classroom, a free web service, was released by the Google LLC in August 2014. “Classroom was created hand-in-hand wit

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Okafor, Obiora Chinedu, and Dakas C. J. Dakas. "Teaching “Human Rights in Africa” Transnationally: Reflections on the Jos-Osgoode Virtual Classroom Experience." German Law Journal 10, no. 6-7 (2009): 959–68. http://dx.doi.org/10.1017/s2071832200001437.

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During the Fall of 2007, as part of a much broader York-Nigerian Universities linkage project that he had been working on for some time, Professor Okafor taught an internationalized version of a pre-existing existing course entitled “Human Rights in Africa.” At the same time, Professor Dakas of the Faculty of Law, University of Jos, Nigeria (assisted by Mr. J.D. Gamaliel) taught a similarly modified version of an existing course at their own institution. Professor Dakas, a former Hauser Global Scholar at New York University and most recently the attorney-general of the Plateau State of Nigeria

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Olumorin, Charles Olabode, Ebenezer Omolafe Babalola, Sunday Ashaolu, and Eyiyemi Veronica Omolafe. "Students ‘Attitude Towards the Utilization of Google Classroom for Learning." Indonesian Journal of Educational Research and Technology 2, no. 3 (2022): 213–22. http://dx.doi.org/10.17509/ijert.v2i3.44828.

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This study investigates students' attitudes towards the use of Google Classroom for learning at the University of Ilorin, Nigeria. Descriptive survey research is used in this study. The population for this study consisted of all students at the University of Ilorin, Nigeria. The population of this study consisted of undergraduates in ten selected faculties at the University of Ilorin. Samples were taken using a multi-stage sampling technique. Use of stratified sampling technique to divide the population into strata based on faculty. Then, random sampling technique was used to select 30 respond

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Poe, Janita. "Advancing Global Citizenship of Underrepresented and Hypersegregated U.S. Students in Higher Education through Virtual Exchange." Journal of International Students 12, S3 (2022): 38–56. http://dx.doi.org/10.32674/jis.v12is3.4634.

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The celebration of diversity is at the heart of global education initiatives. Yet, participation in study abroad and related programs in the United States – a purported ‘melting pot’ of races and cultures – remains, disproportionately, the domain of affluent whites. Against this background, this study seeks to learn from the experiences of underrepresented and hypersegregated students in international virtual exchange, an educational experience involving sustained interaction between geographically separated participants using technology and trained facilitators. Using a survey, semi-structure

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Ganesan, P. "Pedagogy for Global Level Education." Shanlax International Journal of Arts, Science and Humanities 10, S1 (2022): 195–97. http://dx.doi.org/10.34293/sijash.v10is1.5778.

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Children should be supported by parents’ teachers and by the educational resources to make them investigate the world. To encourage children on native culture, tradition and literature, child centric content should be featured. Teachers should be provided with proper virtual global learning projects and also proper resources should be provided through systems that is formed with native language teachers. Students across the Globe is fully equipped with proper multi-media through the educational institution in which they develop their knowledge. Learning should be made interesting. Interest cou

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A. Manko, Dr Barbara. "Online Preparation for the Remote Global Workforce." Journal of Business Theory and Practice 8, no. 1 (2019): p1. http://dx.doi.org/10.22158/jbtp.v8n1p1.

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The purpose of researching how much online learning in a university setting influences the students’ preparedness for remote work in the global labor force is to prove the following: without the essential opportunity to learn in the virtual classroom, students might finish their degrees completely without knowledge of how to cope and function in a job position which requires partial or total online work. Being able to telecommute or work from a remote location and all that this sort of work entails will be a given within 10-20 years when new hires are being considered for employment. Universit

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Breshears, Diana, and Rentia Du Plessis. "Choosing to learn outside the classroom: Rural South African students’ motivation for and benefits of participating in voluntary international virtual exchanges." Scholarship of Teaching and Learning in the South 8, no. 1 (2024): 19–33. http://dx.doi.org/10.36615/sotls.v8i1.314.

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In recent years, universities have adopted virtual exchange programmes to promote intercultural competencies, language acquisition, and global citizenship among students. Virtual exchange is praised as a way to provide international experiences to students who do not have the means to study abroad. Current literature on virtual exchange programmes largely focuses on Western experiences, with little attention to the developing countries that participate in these programmes. The purpose of this study is to explore rural South African students’ motivations for participation and perceptions of the

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Cuizon, Ana Leah. "HUGPONG: Teaching as a Team in the Social Sciences (A Collaborative Strategy for Virtual Classroom Innovation)." Recoletos Multidisciplinary Research Journal 12, no. 1 (2024): 57–71. http://dx.doi.org/10.32871/rmrj2412.01.05.

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The global pandemic inevitably changed the landscape of learning from the physical to the virtual classroom setup. The challenges for both academics and learners alike went beyond the technological aspect in navigating remote learning. It implied a need for pedagogical innovation to promote meaningful understanding among the learners and effective teaching delivery among practitioners. Using Braun and Clarke’s (2006) Thematic Analysis, this study zeroed in on Team Teaching as a Social Science Collaborative Strategy in the new normal. Best practices of academics across Cebu City's higher educat

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Trautrims, Alexander, Cliff Defee, and Ted Farris. "Preparing business students for workplace reality – using global virtual teams in logistics and SCM education." International Journal of Logistics Management 27, no. 3 (2016): 886–907. http://dx.doi.org/10.1108/ijlm-01-2015-0003.

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Purpose The purpose of this paper is to present and examine the use and effects of global virtual teams as a tool in the logistics and supply chain management classroom to prepare students in a simulation environment for the demands of their future careers in the profession. Design/methodology/approach Literature of logistics and supply chain management education is combined with streams from management learning literature. The way the tool of global virtual teams was applied is explained, followed by an analysis of quantitative and qualitative participant response data. From the data analysis

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Collins, Royce Ann. "The Role of Learning Styles and Technology." International Journal of Web-Based Learning and Teaching Technologies 4, no. 4 (2009): 50–65. http://dx.doi.org/10.4018/jwbltt.2009091504.

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Learning style research has informed effective classroom teaching strategies for decades. Technology has allowed faculty and students to move the learning environment from the four-walled classroom to a fluid global virtual space. Knowledge gained through the application of learning style research to online instruction has enhanced practice; however, research demonstrating the alignment of learning styles with current technological resources has been limited. Learning styles and their interrelationship with technology and adult learners is as important today as initial learning style research

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Nagar, Kankana, and Anindya Kumar Shee. "Executive Education in India: Current State and What Next?" NHRD Network Journal 12, no. 1 (2019): 24–30. http://dx.doi.org/10.1177/2631454119836506.

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Executive education that has metamorphosed itself as the convergence of technology, rich media and on-the-go learning has created an array of exciting choices before the busy executive to upskill herself at different stages of her career. The range of choices and price points does not necessarily come with a compromise in quality as world-class cutting-edge content is being beamed in on the mobile, in classroom and through the satellite. It is now possible for the executive to take both technical and non-technical courses at a place, time and duration of her choosing. The blended options allow

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Harris, Usha S. "Virtual Partnerships: Engaging Students in E-service Learning Using Computer-mediated Communication." Asia Pacific Media Educator 27, no. 1 (2017): 103–17. http://dx.doi.org/10.1177/1326365x17701792.

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Computer-mediated communication has important implications for future classroom learning which is no longer spatially bound or centred around text books. It has the ability to incorporate real-life learning whereby students can make important contributions towards solving global problems without having to leave the campus. This study looked at the impact of virtual communication processes and online tools on student and partner engagement in an on-campus undergraduate unit which enables Australian students to create communication campaigns for a non-government organization in India. The study

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Zhang, Chenrui. "The Future of Education: Applications of Virtual Reality and the Metaverse." Applied and Computational Engineering 114, no. 1 (2024): 197–202. https://doi.org/10.54254/2755-2721/2024.18288.

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The use of virtual reality and metaverse in education is gradually changing the traditional teaching model. Virtual reality technology enables students to learn in simulated laboratories, historical scenarios, or complex scientific models by providing immersive virtual environments. This interactivity and immersion significantly improve the intuitiveness and effectiveness of learning. Virtual reality not only enhances students' understanding of abstract concepts, but also provides a safe and controlled environment for hands-on practice. On the other hand, Metaverse combines technologies such a

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Hollis-Sawyer, Lisa, and Laura Donorfio. "EMPOWERING ALL AGES THROUGH INTERGENERATIONAL CONNECTION AND LIFELONG LEARNING." Innovation in Aging 7, Supplement_1 (2023): 25. http://dx.doi.org/10.1093/geroni/igad104.0082.

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Abstract This symposium will share a variety of pedagogical approaches designed to foster age-inclusivity and intergenerational learning. The authors will share research and outcomes of different educational designs utilizing intergenerational programming and other approaches to engage older and younger adult learners. The first presentation will explore how intergenerational discussions can be used in the classroom to facilitate collaborative learning among older adults, students, and instructors. The second presentation will discuss the development of a course abroad in Scotland called “Glob

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Forkner, Katherine A., Adam W. Wissman, Ryan C. Jimison, et al. "Lessons Learned from Clinical and Translational Science Faculty and Student Survey as COVID-19 Pandemic Continues to Shift Education Online." Journal of Medical Education and Curricular Development 9 (January 2022): 238212052110732. http://dx.doi.org/10.1177/23821205211073253.

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Introduction As the pandemic continues with new variants emerging, faculty and students require support with education's rapid shift to the virtual space. The Mayo Clinic Center for Clinical and Translational Science curriculum team works closely with faculty to support a smooth transition to offering graduate courses in a virtual learning environment. The aim of the present project was to explore faculty and student perceptions of these remote learning strategies to gain an understanding of the innovations required to improve future educational offerings. Methods All faculty and learners invo

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