Exporting Higher Education: Promising Pedagogy- June 6, 2003 From the US perspective, Transnational Education is limited by problematic pedagogy. By releasing online course material for free to world, MIT has clearly registered its opinion on entirely asynchronous independent study. There is value in it, the university is implicitly stating through its actions, or else why spend millions making the material available But it is not the experience thathttp://transnationaled.blogspot.com/2003/06/exporting-higher-education-promising.html Exporting Higher Education: Speaking From Experience- June 6, 2003 I am employed as a Transnational Education Administrator. My actual title is, "Director of International Programs for University Extension," and I oversee operations in Singapore, Hong Kong, and mainland China. I have presented at large Educational Expos; spoken to students and advising staff in high schools, junior colleges and polytechnics. I have seen the Australian model in action; Ihttp://transnationaled.blogspot.com/2003/06/exporting-higher-education-speaking.html Exporting Higher Education: Learner Expectations- June 4, 2003 The main variable which distinguishes the nature of service delivery between the different GATS modes is student autonomy. In Mode 1 services (Cross Border Supply), there is no physically present teacherauthority figure to legitimize and provide detailed specifications for the experience. Students must be self-directed and determine when, where and how fast they want to study. Based on thehttp://transnationaled.blogspot.com/2003/06/exporting-higher-education-learner.html Exporting Higher Education: Teaching and Learning in Asia- June 3, 2003 Cultural values and their relationship to how people think, behave and learn is a subject of enduring debate. There is general agreement that the notion of Confucian Heritage Cultures defines something meaningful and distinctive, and that it is pervasive throughout South-East Asia. To some scholars, this Heritage has produced a learning style which some believe sufficiently definitive thathttp://transnationaled.blogspot.com/2003/06/exporting-higher-education-teaching.html |