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05
Pro Chancellor s
Desk
05
Dr. Vidya Yeravdekar
Pro Chancellor
Symbiosis International (Deemed University), SIU
Executive Director
Symbiosis Centre for International Education
(SCIE)
06
13
In Spotlight 13
Dr. GianMario Besana
Associate Provost for Global Engagement &
Online Learning
DePaul University
USA
08
Contributors 08
Contributors from- Colombia,
Germany, India, United States,
The Netherlands, South Africa and Italy
Contents Page
Advancing Internationalisation through Blended Learning
01
Editor s Desk 06
Dr. Anita Patankar
Deputy Director
Symbiosis Centre for International Education (SCIE)
Prof. Nidhi Piplani Kapur
Head
Symbiosis Centre for European Studies (SCES)
20
Imagining a ew
ay orward
through Blended
Learning
20
27
27
Towards a ew and
eaningful nternationalization
The Colombian
Approach to
Education
16
Reflections on the
any eanings of
and their
mplications for
International Learning
16
Advancing Internationalisation through Blended Learning 02
Contents Page
23
Germany s
Blended Learning
Experience During
COVID-19
23
30
30
Daniels Fund
Internship for
Academic Credit
Enhancing Curriculum to
Facilitate Student Learning
During the COVID-19 Pandemic
38
38
Learning
Intercultural Aspects of
Information Literacy
A Report of a oint
earning ndeavour of tudents
from Germany and India
43
43
Developing nline
and lended odules
An Internationally
Developed Workshop
for African Scholars
35
What oes lended
earning ean for
nternationalisation?
35
Contents Page
Advancing Internationalisation through Blended Learning
03
sces@scie.ac.in
46
46
Blended earning
and Inequality
hallenge
India
50
50
t
www.scie.ac.in, www.siu.edu.in
© Symbiosis International (Deemed University) 04
Third Floor, Symbiosis Vishwabhavan,
Senapati Bapat (S.B) Road,
Pune - 411004, Maharashtra,
India
Address: Website:
Email:
Contents Page
Symbiosis Centre of European Studies (SCES)
Symbiosis Centre of International Education (SCIE)
Dr. Vidya Yeravdekar, Pro-Chancellor, Symbiosis International (Deemed University), SIU
Executive Director, Symbiosis Centre for International Education (SCIE)
Dr. Anita Patankar, Deputy Director, Symbiosis Centre for International Education (SCIE)
Prof. Nidhi Piplani Kapur, Head - Symbiosis Centre for European Studies (SCES)
Ms. Mrunal Sule, Symbiosis Centre for European Studies (SCES);
Symbiosis Centre for International Education (SCIE)
Mr. Akshay Lahade, Symbiosis Centre for European Studies (SCES);
Symbiosis Centre for International Education (SCIE)
Ms. Shanece Ramkisson, Durban University of Technology, South Africa
Ms. Jennifer Joan Figueroa Díaz, Universidad Tecnologica de Panama, Panama
Ms. Mrinalika Bajaj, Symbiosis Centre for Management Studies
Mr. Kumarbharat Sagat, Symbiosis International (Deemed University)
Ms. Deepika Naidu, Symbiosis Institute of Design
Published By:
Edited By:
Editorial
Support Team:
Concept By:
Designed By:
Advancing Internationalisation through Blended Learning
05
Pro Chancellor s Desk
It gives me immense pleasure to share that Symbiosis International University (SIU) which was established with the vision of Vasudhaiva
Kutumbakkam- The world is one family has been promoting and contributing to Internationalisation of higher education in India for the
last 50 years.
promoting Internationalisation in India. The National Education policy that was rolled out recently by the Govt of India has also given
importance to internationalisation of higher education.
of connecting the way they have been doing now. Everyone has realised the importance of collaboration and interdependence. No
University can think of working in silos. This will be of great help to our students who will now get an international exposure thereby
building global competences. This will help them to adapt themselves in any situation across the world.
-
ent cultures and opinions.
This is the larger goal of higher education where students become culturally sensitive, globally competent and more importantly believe
that the whole world is like one family.
This e-magazine will help ignite discussions on such diverse topics that will inspire readers .
Dr. Vidya Yeravdekar
Pro Chancellor
Symbiosis International (Deemed University), SIU
Executive Director
Symbiosis Centre for International Education (SCIE)
Dr. Anita Patankar
Deputy Director
Symbiosis Centre for International Education (SCIE)
especially in this new world we live in. I hoped that the crisis the world was going through together would translate into giving us an
opportunity to change/correct the ground realities that we work with in internationalisation. That it would change the demographics
related to mobility, would increase the proportion of online/virtual learning, would help focus on achieving the full potential of interna-
tionalisation@home, and would also bring to the fore the importance of reducing our collective carbon footprint.
The cynic in me says that this will not sustain in the long run.
The die-hard optimist in me however believes that certain changes will sustain for sure: the pandemic pushed us all into accepting or
embracing education technology as an integral part of our teaching-learning-assessment processes. While I do not want to imagine a
transforming the way we live, play, socialize, think, learn, work, do things, and even dream. Blended/hybrid systems of learning seems to
Advancing Internationalisation through Blended Learning 06
Editor s Desk
Prof. Nidhi Piplani Kapur
Head
Symbiosis Centre for European Studies (SCES)
COVID-19 disrupted our plans and put teaching and learning to a physical halt, there are many blessings that emerge in disguise, out of the
crises.
at the sametime, the evolution of HE with the change that was foreseen in decades picked up jet speed pace and altered the landscape in a span
of couple of months making our systems resilient.
Blended learning is indeed, not an alien concept. It took prominence in our sector when the external environment played a leading role and
and demand of the present situation. This does not however discount the problems associated with network connectivity, low bandwidth and
existing inequalities of access impacting developing and under developed countries.
spotlight on Dr. GianMario Besana, Associate Provost for Global Engagement and Online Learning, DePaul University, USA who was the harbinger
in this space foreseeing and preparing a decade ago for what has become most relevant today.
Setting the scene for this edition are our 15 authors who share the strategies that they have used to adapt to teaching & learning virtually and
in a blended mode, virtual education assessments, mechanisms, frameworks, experiences of synchronous and asynchronous learning, digital
tools adopted, training and capacity building in their home institutions and countries.
leaders, IROs and other colleagues who are deeply impacted, yet are experimenting new ways of teaching and learning and advancing interna-
tionalization through these, in the same breath. Hope this will provide inspiration for the dynamic times now and ahead.
Editor s Desk
Advancing Internationalisation through Blended Learning
07
Advancing Internationalisation through Blended Learning 08
Contributors
Ms. Yoony Kim
dates back to half a decade due to her diverse experience in the internationalisation of
the magnitude of the positive impact international higher education has on individu-
als, organisations and societies.
The Netherlands
Colombia
Luisa serves as an Internationalization Advisor at Servicio Nacional de Aprendizaje
(SENA) in Colombia. She studied Translation, Linguistics and Cultural Studies at the
Linguistics from the Universidad de Antioquia (Colombia) and Master of Arts in Teach-
ing German as a Foreign Language from the Pedagogical University of
Freiburg.
Contributors
Advancing Internationalisation through Blended Learning
09
Prof. Marcella Kirschbaum
She is an undergraduate Career Coach at the University of Utah, David Eccles
School of Business. She is a lifelong learner with a passion for intercultural commu-
nication. Marcella works with students on self-awareness and shifting their
Dr. Aaron T. Phillips
He is an Associate Professor-Lecturer in the Management department at the David
Eccles School of Business. His teaching philosophy centers on cultivating respect
in learning communities, disrupting learning habits, and ensuring higher educa-
Dr. Stephanie Doscher
Learning Initiatives and is co-author of Making Global Learning Universal: Promot-
-
sive handbook for engaging all undergraduates in collaborative global problem
solving with diverse others. She hosts the Making Global Learning Universal
United States of America
Advancing Internationalisation through Blended Learning 10
Contributors
India
Dr. Tessy Thadathil
Tessy Thadathil is an Associate Profes-
sor and teaches accounting related
subjects at the Symbiosis College of
Arts and Commerce, India. Her PhD
interest areas include cost optimiza-
tion, sustainability reporting and
e-learning.
Prof. Raashid Nehal
He is a Professor of English at AMU and has served as Director AMU Kishanganj Centre. He
has been teaching ELT and communication skills courses, and his research interests and
publications relate to ESL Writing, Needs Assessment, Teacher Education, and Madarsa
Education. He has worked on Hornby, RELO and UGC projects and been a trainer for many
Faculty Development Programs.
Mr. Mahesh Shinde
He is a Research Scholar at Symbiosis
International (Deemed University), Pune.
at Indian Ordnance Factories, Ministry of
experience in HR and IR. His academic
laurels include degrees like MBA (HRM),
LLM, Msc (Envt.), B Pharm.
Dr. Kishori Kasat
Dr. Kishori Kasat is an Assistant Professor, PhD guide and Member of Academic Council at
in reputed journals and authored 3 books. She is passionate about teaching and her
interest areas include Signal Processing, Education Technology and Internationalisation of
Higher Education.
Dr. Naim Shaikh
Dr Naim Shaikh is an Associate Professor at the Global Business School and Research
-
cation in Data Analytics from IIM, Rohtak. He has 5 years of industrial and 13 years of
teaching experience. He is passionate about TQM in Higher education and Data Analytics
Contributors
Advancing Internationalisation through Blended Learning
11
Germany
Dr. Joachim Griesbaum
Professor of Information Science. His research interests include information behaviour,
e-learning, knowledge management and online marketing.
internationalization of higher education, knowledge management and explainable AI.
Ms. Sophie Marz
Prof. Cordelia Friesendorf
Cordelia Friesendorf is Professor of Economics and Finance at the International School
of Management, Hamburg – Germany.
Advancing Internationalisation through Blended Learning 12
Contributors
Dr. Daniela Irrera
Daniela Irrera is Associate Professor of International Relations at the Department of
Political and Social Sciences, University of Catania, Italy, where she serves as
Erasmus coordinator and deputy Director for Internationalization and Research. She
also serves as Visiting Professor of Political Violence and Terrorism at the OSCE
Academy in Bishkek, Kirghizstan, and President of the European Peace Research
Association (EuPRA).
Italy
Prof. Ashley Gunter
Prof Gunter is an Associate Professor in Geography at UNISA. He has been a resident
Fellow at the universities of Oxford and Edinburgh and The OU UK. He is
from the NRF, Newton Fund and the AHRC. His latest project is an AHRC funded
project entitled: Decolonising Peace Education.
South Africa
How did you continue with the
internationalisation efforts?
As for many institutions around the world, the pandemic abrupt-
ly stopped all our traditional mobility programs. At DePaul we
during Spring and Summer breaks and all of these students had
their plans overturned. Thankfully, we had several virtual
exchange/COIL courses planned for Spring quarter. We also
organized a series of Global Conversations around various
collaboration with all of our global partners, including Symbio-
sis, we created teams of professors around themes (psychology,
education, public health, comparative politics, media and
Zoom-based conversations open to students from all of the
participating institutions. We had wonderful, meaningful, deeply
personal exchanges with students from the US, Brazil, the UK,
Australia, China, India, and more. In addition, plans for launching
a joint undergraduate program with Hainan Normal University in
students just started taking classes in Haikou.
What role do you think your partner
universities have played in the process?
Virtual exchange/COIL courses and the Global Conversations
would not have happened without the generosity and collabora-
tion of our international partners.
Were faculty members already comfortable
with online teaching or was a systemic
change brought about due to COVID-19
disruption?
At DePaul we started systemically training faculty to teach
familiar with online learning, primarily in asynchronous format.
-
sion for us, and included also the possibility of synchronous
remote formats that had not been greatly explored up until this
year.
Any particular challenges you faced which
later turned into positive milestones?
A huge challenge we faced in Spring was the sudden,
overwhelming number of professors who wanted to participate
in our online teaching training program. We usually train cohorts
and best practices incorporated, versus what happened in
Spring when professor who had not been trained yet had to
improvise their approaches.
What positive aspects could you highlight
from the Global Learning Experience
programme? And what do you think is needed
to improve the programme?
We have been doing virtual exchange/COIL, which we call Global
Learning Experience at DePaul, now for more than seven years.
cultures changed, they are much more open to considering
further international engagement, and they recognize that GLE
gave them new skills that they will use in the future. Similarly, we
engaging in GLE. They feel that their overall pedagogical practice
improves, they acquire richer perspectives on teaching in a
global setting, and they establish partnerships that they are
committed to maintain. As with any program, one can always
our professors, particularly at the initial stage of building a
relationship with the partner abroad and planning the GLE. My
dream would be to have a GLE component embedded in
required components of our general education curriculum, so
that every student at DePaul will graduate having done at least
one GLE. One is always allowed to dream, right?
Can you tell us what kind of software you
used to assist professional staff and
students for the Global Learning Experience
programme? Did you only use one software
or several? and which software worked better
for you and the students?
We do not use one particular software platform to conduct GLE
projects. The technology is not the primary focus in virtual
exchange. Instead the tech tools are chosen according to the
learning outcomes of the experience and with the particular
aspects of the project, including the geographic location of the
partner. For example, many GLE projects that include collabora-
tive writing components using Google Docs, but if the project is
taking place with a partner in China, the Google ecosystem is not
available. We encourage synchronous meetings in GLE, but
Spotlight
In
Advancing Internationalisation through Blended Learning
13
The whole world is now considering online
education for advancing internationalisation
activities due to the restrictions imposed by
the pandemic, however you at DePaul are
quite ahead of the game with a centre already
focused on Global Engagement and Online
Learning. When did you feel the need for
combining the two?
The decision to combine online learning and global engagement
was made at DePaul about 10 years ago. The leadership of the
University at the time, the Provost in particular, thought that
international education and online learning were a strategic
match and that bringing both under the same umbrella would
generate productive synergies and innovative approaches. Time
has shown the foresight of that decision.
Do you think your background in
Mathematics and Computer Science made
the digital transition easy for you or helped
plant the seed for online learning initiatives
at DePaul?
Certainly my familiarity with information technology and
computer science helped me plan and execute the familiariza-
tion of our institution to online learning and the creation of a
background what mattered most was on one hand extremely
forward thinking university leadership and on the other our
extraordinary team of instructional designers and technology
consultants that work in our Center for Teaching and Learning.
The latter group is truly the engine of our day-to-day online
learning operation.
How did DePaul’s offerings change with the
pandemic?
DePaul operates on 11-week quarters instead of the traditional
March, we were just entering the week of exams for our Winter
quarter. We moved all exams online and planned for the upcom-
ing Spring quarter to be completely online, with a mixture of
fully asynchronous courses, fully synchronous courses using
asynchronous activities structured in our learning management
system and synchronous meetings on Zoom. We were helped by
solid program of faculty development and support.
Zoom or MS-Teams requires stable broadband connections. If
the project is done with a partner in a country where internet or
electricity is unstable, it may be wiser to switch to a text-based
semi-synchronous tool like WhatsApp. These simple examples
clearly indicate that it neither possible nor wise to select one
single platform to conduct virtual exchange. Doing so would also
that VE/COIL is about the tool, the technology, while instead the
heart of VE/COIL is the pedagogy.
In your experience, what learning approach
do you consider as more comfortable for
students and faculty? The e-learning
approach or the blended learning approach?
And why?
I am not sure what you are referring to as “e-learning”. In my
mind e-learning is a very broad generic term that encompasses
all learning that is mediated by the internet in some way/capaci-
ty/portion, as such, blended learning is a subset of e-learning,
not an alternative. The existing dichotomies are between
co-located learning versus remote learning (related to space)
and synchronous versus asynchronous learning (related to time).
Blended learning is a combination of synchronous and
asynchronous learning, where the synchronous moments can
happen in co-located face-to-face format or in a remote modali-
ty (think Zoom). I think that a blended approach has the potential
approaches compels the professor to carefully design their
learning modules, instead of winging it in a completely synchro-
nous modality as if they were in a physical classroom. On the
-
ty to access materials and recorded lectures at any time and
repeatedly refer, when needed, instead of having to frantically
take notes during a face-to-face lecture, reserving synchronous
moments for discussion and interactive learning experiences.
DePaul has been engaging in a lot of
Collaborative Online International Learning
(COIL) activities. How has this impacted the
teaching, learning and internationalisation
goals for DePaul?
Our Global Learning Experience program (GLE is our name for
become a stable, sustainable component of our internationaliza-
tion strategy. It has allowed us to cement several long-standing
partnerships with international institutions, including Symbiosis
, and has greatly expanded the number of professors actively
engaged in internationalizing their curricula and pedagogical
practice. It has helped us bring to the attention of professor,
students, leadership, and employers, the relevance of new
virtual global collaboration skills. The pandemic has now shown
a bright light on these skills and we are very proud and excited
to be ready to showcase how we help our students acquire these
skills.
This pandemic hasnt been easy, and higher
education is facing many challenges. What
tips would you give international higher
educators to face these challenges?
My main recommendation would be to embrace the changes
without fear. The pandemic has shown us that technology can
with much greater ease than before, albeit in new formats. We
owe to our students to embrace the changes, observe and study
order to have a much richer portfolio of opportunities for the
next incoming generations of students.
How did you continue with the
internationalisation efforts?
As for many institutions around the world, the pandemic abrupt-
ly stopped all our traditional mobility programs. At DePaul we
during Spring and Summer breaks and all of these students had
their plans overturned. Thankfully, we had several virtual
exchange/COIL courses planned for Spring quarter. We also
organized a series of Global Conversations around various
collaboration with all of our global partners, including Symbio-
sis, we created teams of professors around themes (psychology,
education, public health, comparative politics, media and
Zoom-based conversations open to students from all of the
participating institutions. We had wonderful, meaningful, deeply
personal exchanges with students from the US, Brazil, the UK,
Australia, China, India, and more. In addition, plans for launching
a joint undergraduate program with Hainan Normal University in
students just started taking classes in Haikou.
What role do you think your partner
universities have played in the process?
Virtual exchange/COIL courses and the Global Conversations
would not have happened without the generosity and collabora-
tion of our international partners.
Were faculty members already comfortable
with online teaching or was a systemic
change brought about due to COVID-19
disruption?
At DePaul we started systemically training faculty to teach
familiar with online learning, primarily in asynchronous format.
-
sion for us, and included also the possibility of synchronous
remote formats that had not been greatly explored up until this
year.
Any particular challenges you faced which
later turned into positive milestones?
A huge challenge we faced in Spring was the sudden,
overwhelming number of professors who wanted to participate
in our online teaching training program. We usually train cohorts
and best practices incorporated, versus what happened in
Spring when professor who had not been trained yet had to
improvise their approaches.
What positive aspects could you highlight
from the Global Learning Experience
programme? And what do you think is needed
to improve the programme?
We have been doing virtual exchange/COIL, which we call Global
Learning Experience at DePaul, now for more than seven years.
cultures changed, they are much more open to considering
further international engagement, and they recognize that GLE
gave them new skills that they will use in the future. Similarly, we
engaging in GLE. They feel that their overall pedagogical practice
improves, they acquire richer perspectives on teaching in a
global setting, and they establish partnerships that they are
committed to maintain. As with any program, one can always
our professors, particularly at the initial stage of building a
relationship with the partner abroad and planning the GLE. My
dream would be to have a GLE component embedded in
required components of our general education curriculum, so
that every student at DePaul will graduate having done at least
one GLE. One is always allowed to dream, right?
Can you tell us what kind of software you
used to assist professional staff and
students for the Global Learning Experience
programme? Did you only use one software
or several? and which software worked better
for you and the students?
We do not use one particular software platform to conduct GLE
projects. The technology is not the primary focus in virtual
exchange. Instead the tech tools are chosen according to the
learning outcomes of the experience and with the particular
aspects of the project, including the geographic location of the
partner. For example, many GLE projects that include collabora-
tive writing components using Google Docs, but if the project is
taking place with a partner in China, the Google ecosystem is not
available. We encourage synchronous meetings in GLE, but
The whole world is now considering online
education for advancing internationalisation
activities due to the restrictions imposed by
the pandemic, however you at DePaul are
quite ahead of the game with a centre already
focused on Global Engagement and Online
Learning. When did you feel the need for
combining the two?
The decision to combine online learning and global engagement
was made at DePaul about 10 years ago. The leadership of the
University at the time, the Provost in particular, thought that
international education and online learning were a strategic
match and that bringing both under the same umbrella would
generate productive synergies and innovative approaches. Time
has shown the foresight of that decision.
Do you think your background in
Mathematics and Computer Science made
the digital transition easy for you or helped
plant the seed for online learning initiatives
at DePaul?
Certainly my familiarity with information technology and
computer science helped me plan and execute the familiariza-
tion of our institution to online learning and the creation of a
background what mattered most was on one hand extremely
forward thinking university leadership and on the other our
extraordinary team of instructional designers and technology
consultants that work in our Center for Teaching and Learning.
The latter group is truly the engine of our day-to-day online
learning operation.
How did DePaul’s offerings change with the
pandemic?
DePaul operates on 11-week quarters instead of the traditional
March, we were just entering the week of exams for our Winter
quarter. We moved all exams online and planned for the upcom-
ing Spring quarter to be completely online, with a mixture of
fully asynchronous courses, fully synchronous courses using
asynchronous activities structured in our learning management
system and synchronous meetings on Zoom. We were helped by
solid program of faculty development and support.
Advancing Internationalisation through Blended Learning 14
Spotlight
In
Zoom or MS-Teams requires stable broadband connections. If
the project is done with a partner in a country where internet or
electricity is unstable, it may be wiser to switch to a text-based
semi-synchronous tool like WhatsApp. These simple examples
clearly indicate that it neither possible nor wise to select one
single platform to conduct virtual exchange. Doing so would also
that VE/COIL is about the tool, the technology, while instead the
heart of VE/COIL is the pedagogy.
In your experience, what learning approach
do you consider as more comfortable for
students and faculty? The e-learning
approach or the blended learning approach?
And why?
I am not sure what you are referring to as “e-learning”. In my
mind e-learning is a very broad generic term that encompasses
all learning that is mediated by the internet in some way/capaci-
ty/portion, as such, blended learning is a subset of e-learning,
not an alternative. The existing dichotomies are between
co-located learning versus remote learning (related to space)
and synchronous versus asynchronous learning (related to time).
Blended learning is a combination of synchronous and
asynchronous learning, where the synchronous moments can
happen in co-located face-to-face format or in a remote modali-
ty (think Zoom). I think that a blended approach has the potential
approaches compels the professor to carefully design their
learning modules, instead of winging it in a completely synchro-
nous modality as if they were in a physical classroom. On the
-
ty to access materials and recorded lectures at any time and
repeatedly refer, when needed, instead of having to frantically
take notes during a face-to-face lecture, reserving synchronous
moments for discussion and interactive learning experiences.
DePaul has been engaging in a lot of
Collaborative Online International Learning
(COIL) activities. How has this impacted the
teaching, learning and internationalisation
goals for DePaul?
Our Global Learning Experience program (GLE is our name for
become a stable, sustainable component of our internationaliza-
tion strategy. It has allowed us to cement several long-standing
partnerships with international institutions, including Symbiosis
, and has greatly expanded the number of professors actively
engaged in internationalizing their curricula and pedagogical
practice. It has helped us bring to the attention of professor,
students, leadership, and employers, the relevance of new
virtual global collaboration skills. The pandemic has now shown
a bright light on these skills and we are very proud and excited
to be ready to showcase how we help our students acquire these
skills.
This pandemic hasnt been easy, and higher
education is facing many challenges. What
tips would you give international higher
educators to face these challenges?
My main recommendation would be to embrace the changes
without fear. The pandemic has shown us that technology can
with much greater ease than before, albeit in new formats. We
owe to our students to embrace the changes, observe and study
order to have a much richer portfolio of opportunities for the
next incoming generations of students.
How did you continue with the
internationalisation efforts?
As for many institutions around the world, the pandemic abrupt-
ly stopped all our traditional mobility programs. At DePaul we
during Spring and Summer breaks and all of these students had
their plans overturned. Thankfully, we had several virtual
exchange/COIL courses planned for Spring quarter. We also
organized a series of Global Conversations around various
collaboration with all of our global partners, including Symbio-
sis, we created teams of professors around themes (psychology,
education, public health, comparative politics, media and
Zoom-based conversations open to students from all of the
participating institutions. We had wonderful, meaningful, deeply
personal exchanges with students from the US, Brazil, the UK,
Australia, China, India, and more. In addition, plans for launching
a joint undergraduate program with Hainan Normal University in
students just started taking classes in Haikou.
What role do you think your partner
universities have played in the process?
Virtual exchange/COIL courses and the Global Conversations
would not have happened without the generosity and collabora-
tion of our international partners.
Were faculty members already comfortable
with online teaching or was a systemic
change brought about due to COVID-19
disruption?
At DePaul we started systemically training faculty to teach
familiar with online learning, primarily in asynchronous format.
-
sion for us, and included also the possibility of synchronous
remote formats that had not been greatly explored up until this
year.
Any particular challenges you faced which
later turned into positive milestones?
A huge challenge we faced in Spring was the sudden,
overwhelming number of professors who wanted to participate
in our online teaching training program. We usually train cohorts
and best practices incorporated, versus what happened in
Spring when professor who had not been trained yet had to
improvise their approaches.
What positive aspects could you highlight
from the Global Learning Experience
programme? And what do you think is needed
to improve the programme?
We have been doing virtual exchange/COIL, which we call Global
Learning Experience at DePaul, now for more than seven years.
cultures changed, they are much more open to considering
further international engagement, and they recognize that GLE
gave them new skills that they will use in the future. Similarly, we
engaging in GLE. They feel that their overall pedagogical practice
improves, they acquire richer perspectives on teaching in a
global setting, and they establish partnerships that they are
committed to maintain. As with any program, one can always
our professors, particularly at the initial stage of building a
relationship with the partner abroad and planning the GLE. My
dream would be to have a GLE component embedded in
required components of our general education curriculum, so
that every student at DePaul will graduate having done at least
one GLE. One is always allowed to dream, right?
Can you tell us what kind of software you
used to assist professional staff and
students for the Global Learning Experience
programme? Did you only use one software
or several? and which software worked better
for you and the students?
We do not use one particular software platform to conduct GLE
projects. The technology is not the primary focus in virtual
exchange. Instead the tech tools are chosen according to the
learning outcomes of the experience and with the particular
aspects of the project, including the geographic location of the
partner. For example, many GLE projects that include collabora-
tive writing components using Google Docs, but if the project is
taking place with a partner in China, the Google ecosystem is not
available. We encourage synchronous meetings in GLE, but
Spotlight
In
Advancing Internationalisation through Blended Learning
15
The whole world is now considering online
education for advancing internationalisation
activities due to the restrictions imposed by
the pandemic, however you at DePaul are
quite ahead of the game with a centre already
focused on Global Engagement and Online
Learning. When did you feel the need for
combining the two?
The decision to combine online learning and global engagement
was made at DePaul about 10 years ago. The leadership of the
University at the time, the Provost in particular, thought that
international education and online learning were a strategic
match and that bringing both under the same umbrella would
generate productive synergies and innovative approaches. Time
has shown the foresight of that decision.
Do you think your background in
Mathematics and Computer Science made
the digital transition easy for you or helped
plant the seed for online learning initiatives
at DePaul?
Certainly my familiarity with information technology and
computer science helped me plan and execute the familiariza-
tion of our institution to online learning and the creation of a
background what mattered most was on one hand extremely
forward thinking university leadership and on the other our
extraordinary team of instructional designers and technology
consultants that work in our Center for Teaching and Learning.
The latter group is truly the engine of our day-to-day online
learning operation.
How did DePaul’s offerings change with the
pandemic?
DePaul operates on 11-week quarters instead of the traditional
March, we were just entering the week of exams for our Winter
quarter. We moved all exams online and planned for the upcom-
ing Spring quarter to be completely online, with a mixture of
fully asynchronous courses, fully synchronous courses using
asynchronous activities structured in our learning management
system and synchronous meetings on Zoom. We were helped by
solid program of faculty development and support.
Zoom or MS-Teams requires stable broadband connections. If
the project is done with a partner in a country where internet or
electricity is unstable, it may be wiser to switch to a text-based
semi-synchronous tool like WhatsApp. These simple examples
clearly indicate that it neither possible nor wise to select one
single platform to conduct virtual exchange. Doing so would also
that VE/COIL is about the tool, the technology, while instead the
heart of VE/COIL is the pedagogy.
In your experience, what learning approach
do you consider as more comfortable for
students and faculty? The e-learning
approach or the blended learning approach?
And why?
I am not sure what you are referring to as “e-learning”. In my
mind e-learning is a very broad generic term that encompasses
all learning that is mediated by the internet in some way/capaci-
ty/portion, as such, blended learning is a subset of e-learning,
not an alternative. The existing dichotomies are between
co-located learning versus remote learning (related to space)
and synchronous versus asynchronous learning (related to time).
Blended learning is a combination of synchronous and
asynchronous learning, where the synchronous moments can
happen in co-located face-to-face format or in a remote modali-
ty (think Zoom). I think that a blended approach has the potential
approaches compels the professor to carefully design their
learning modules, instead of winging it in a completely synchro-
nous modality as if they were in a physical classroom. On the
-
ty to access materials and recorded lectures at any time and
repeatedly refer, when needed, instead of having to frantically
take notes during a face-to-face lecture, reserving synchronous
moments for discussion and interactive learning experiences.
DePaul has been engaging in a lot of
Collaborative Online International Learning
(COIL) activities. How has this impacted the
teaching, learning and internationalisation
goals for DePaul?
Our Global Learning Experience program (GLE is our name for
become a stable, sustainable component of our
internationaliza-tion strategy. It has allowed us to cement
several long-standing partnerships with international
institutions, including Symbiosis, and has greatly expanded the
number of professors actively engaged in internationalizing
their curricula and pedagogical practice. It has helped us
bring to the attention of professor, students, leadership, and
employers, the relevance of new
virtual global collaboration skills. The pandemic has now shown
a bright light on these skills and we are very proud and excited
to be ready to showcase how we help our students acquire these
skills.
This pandemic hasnt been easy, and higher
education is facing many challenges. What
tips would you give international higher
educators to face these challenges?
My main recommendation would be to embrace the changes
without fear. The pandemic has shown us that technology can
with much greater ease than before, albeit in new formats. We
owe to our students to embrace the changes, observe and study
order to have a much richer portfolio of opportunities for the
next incoming generations of students.
When I began contemplating the implications of blended
learning for advancing internationalization, my thoughts
immediately strayed to cooking. Not because I was hungry,
but because for cooks blending has multiple meanings.
following directions.”
prefer guidance. My sister is a professional chef; when I ask
her how she made something delicious, she replies, “Oh, I
search for a reliable recipe, and then I make it my own by
using quality ingredients and focusing on the process.
tomatoes, peppers, herbs, and spices all together at once so
that each ingredient retains a bit of its original taste and
cake. To make a creamy salad dressing, you have to whisk in a
surfactant like mayonnaise or mustard to get the oil and
vinegar to bind and emulsify. Blending can make or break the
The same is true for internationalization. Internationalization
exchange and produce new knowledge by connecting people
and their ideas across geographic, cultural, and disciplinary
borders. Blended international learning refers to the process
of engaging domestic and international students with each
other through models that combine in-person and online
synchronous and asynchronous communication and connec-
tion-making. The question is: Which blended international
learning model is best? What follows is an exploration of
some recipes for blended international learning.
-
ents. High quality internationalized learning in any modality
requires three key elements: diversity, collaboration, and
complex problem-solving. These are the ingredients of the
process of global learning, which involves “diverse people
collaboratively analyzing and addressing complex problems
global perspective, and attitude of global engagement we
must do more than simply bring domestic and international
“Blended international learning
refers to the process of
engaging domestic and
international students with each
other through models that
combine in-person and online
synchronous and asynchronous
communication and
connection-making. The
question is: Which blended
international learning model is
best?”
students together on the same campus or in the same
classroom. We must thoughtfully design learning experienc-
es that require them to exchange knowledge by socially
negotiating the unique and common qualities amongst their
ideas to produce new understandings about themselves,
each other, and the world around them. Models for designing
global learning online include virtual exchange (Evolve,
models of blended learning, and how these might advance
the process and goals of internationalization.
Advancing Internationalisation through Blended Learning 17
Perspective from United States
To mix, in order to obtain a particular kind
or quality
Sometimes we blend things to achieve the desired quality,
fortify your morning smoothie. This is the purpose behind the
Inside-Out and Outside-In models of blended learning, which
use online and in-person engagement to extend and enrich
working together in the classroom and then proceed to an
-
ment. These models could be used to connect students
internationally before or after short- or long-term study
abroad. The pre-departure virtual exchange could reduce
student anxiety and increase intercultural competence, while
the post-return COIL could reduce reverse culture-shock and
increase the duration of international/
intercultural interaction.
To merge, in order to create an integrated
whole
Blending can also involve combining ingredients so that they
such as in a sauce or pureed soup. In international education,
it is often easy to distinguish domestic from international
students, creating power imbalances that can negatively
impact learning. The Station Rotation model (Govindaraj &
this imbalance. In a traditional classroom, a learning station is
a physical space in which students are given a task to
complete. The Rotation model involves moving students from
one station to another, on a predetermined schedule, with at
least one of the stations being online. Applied to internation-
al learning, students in two or more locales, enrolled in one or
more institutions, could take classes together as a single
Station Rotation cohort over the course of a semester or
more. By allowing all students to participate in each class
either in-person or online, students individually or in small
locales to engage in-person with some of their international
Station Rotation could provide greater access to mobility by
enabling students to customize where, when, and for how
long they travel without having to adjust the pace of their
program.
To combine, in order to produce something
new
-
ent things, to make a new thing, such as the word brunch,
which is produced by combining parts of breakfast and lunch.
students collaboratively conduct research, analyze data, and
create solutions to complex problems in both in-person and
could be applied across the curriculum and at both under-
graduate and post-graduate levels, but it might be particular-
ly valuable in programs less-likely to allow for mobility, such
as STEM and professional programs. Project-Based blended
international learning is purposeful and practical, leading to
concrete deliverables and highly sought-after international
and intercultural teamwork and digital collaboration skills.
Research-intensive universities and institutions with a social
impact mission might also connect students and faculty to
the international industry, government, and community
partners to identify the current, relevant problems that drive
this model.
To fit or relate harmoniously
Online learning is here to stay. Until now, this modality has
been a side dish on the menu of options for participating in
higher education. Post-COVID 19, it will likely become the
main course. Let us take advantage of the transformative
potential of this pandemic to consider not only how we may
provide greater access to higher education through the use of
technology, but also how we can advance internationaliza-
tion through innovative new recipes that blend in-person and
online engagement. Though these modalities facilitate quali-
advantages and disadvantages, they can be deployed in
concert with one another to achieve a common goal: interna-
tionalized learning for all.
References
-
https://evolve-erasmus.eu/about-evolve/what-is-virtual-ex-
change/
education institutions:
A critical review and a radical proposal. Institut européen
-
learning of physics. Proceedings of the International Confer-
ence on Education Technology and Computers. https://-
Outside in and inside out: new hybrid Education Patterns.
Advancing Internationalisation through Blended Learning
18
Perspective from United States
Dr. Stephanie Doscher
Advancing Internationalisation through Blended Learning 19
Perspective from United States
-
Educational institutes from time imme-
morial have been pioneers in social,
economic and technological transfor-
mations of society. When the entire
the fourth industrial revolution with the
onslaught of disruptive technologies
and disruptive business models, a
professionals of the future is mandato-
ry. The educational institutes at this
critical juncture should not shy away
from the role that they have so success-
fully played in the past. The current
pandemic of Covid-19 has hastened
this transformation, particularly in the
educational sector. The changes
expected to be undertaken by the
academicians and the universities in
forced upon us by this pandemic. This
has allowed us to evolve new strategies
and has pointed out some pitfalls
wherein improvements are essential.
Symbiosis has been the epitome of
international learning and intermin-
gling of global cultures. Blended learn-
ing using the synchronous and
asynchronous mode that is now the
current buzzword has allowed propa-
gating further this philosophy of the
university. This has brought together
inculcating the culture of diversity and
inclusion. This allows understanding
in decision making and thus creating a
wholesome environment for global
education.
Blended learning, which is a relatively
advantages and disadvantages. To
begin with, it is essential to have
properly trained teaching and
The students should be guided for
developing synergies. The pandemic
has forced academicians to engage in
teaching activity from home with
minimal technical support creating a
“Technology will
never replace
teachers, but a
teacher who
cannot teach with
technology will be
replaced by
another one who
can.”
Zuzana Molcanova,
Slovakia.
—
same time, most of the students are
learning. However, this shift in pedago-
gy is in the right time to deal with the
contingencies of the future.
Undoubtedly, the normal times will
return and conventional mode of
classroom teaching will resume but the
importance of online teaching will
remain as it is adding to the existing
of the conventional method of teaching
and the newly adopted e-learning
method, new strategies will have to be
developed and evolved. These will be
focussing on collaborative learning
countries interface to what is happen-
ing elsewhere. This international
collaborative approach will result in
students being future-ready as a global
citizen.
As has been the experience of the
current use of blended models like
participation, proper utilisation of
e-resources and new ways of evaluat-
ing students will also aid much more
the conventional classroom teaching.
Techniques like group discussion,
presentation and case study method
will ensure better participation and
involvement of students. This will allow
a well-desired shift from teach-
ing-learning. The current industry
scenario is full of surprises and evolu-
tion of new technologies. Future
workplaces also will be global and
virtual. Use of the proper combination
of classroom teaching with e-learning
coupled with collaborative internation-
inclusion and diversity much needed in
future.
-
cant collaboration with the latest
technologies that are being used in the
industry by incorporating sandwich
learning methods with leading indus-
tries. This will help in reducing the gap
between the available and desired
skills and will increase the employabili-
ty of the students. This coupled with
intelligence, machine learning,
augmented reality, big data analytics,
virtual reality and 3D printing will
provide an actual industry-ready
environment for students. There is a
huge scope of use of these methods in
improving not only employability but
also research aptitude and thus
research standards of India.
of these twin methods is already
available. The conventional doubts
regarding the attentiveness of students,
conduct of exams and evaluation of the
performance will have to be answered
with appropriate use of technology.
This technology has to be used with
caution that it is to supplement human
technology – human interference is the
need of the hour. This will also call for a
change in the mindset of all the stake-
holders at play. The element of trust
and use of technology for building trust
Advancing Internationalisation through Blended Learning
21
Perspective from India
mechanisms for the questionable aspects of e-learning need to be addressed. Use of techniques, methodologies and strategies
can be made available with this blended mode of learning.
This will also allow the evolution of a new curriculum focused on customised needs of students and based on a self-paced course
structure. The opportunity that the pandemic has given should not go in vain and the academics and institutes should be
future-ready and use a blend of the conventional and modern systems to create world-class professionals. Emergent resilient
teaching models use blended learning to give students more options and to mitigate the risk of current and future crises. Univer-
Dr. Naim Shaikh, Mr. Mahesh Shinde and Dr. Kishori Kasat
Advancing Internationalisation through Blended Learning 22
Perspective from India
Accessibility
Intercultural
Competences
Course
Interaction
Pedagogical
effectiveness
Blended
Learning
Perspective from Germany
Advancing Internationalisation through Blended Learning
24
top destination for value-added manufacturing, high-tech
density, and patent activity. The ground reality, however
contrasts strongly with this image as change, adaptation and
transformation are unwelcome in traditional business
models in Germany. This applies to small and medium enter-
as well as in educational institutions, which forms the
bedrock and incubation lab towards creating a talented
workforce. Therefore, there was no dearth of blended learn-
ing (BL) business models in the German markets, but few
organizations embraced this innovation until COVID-19
German experience in quickly ushering in new learning
models as an unavoidable reactionary measure in a scenario
that threatened a complete breakdown of business as one
knows it.
Ebbinghaus Forgetting Curve inspires
E-learning
that memory retention is 100% at the time of learning,
however this drops exponentially such as to 40% in consec-
utive days.
three factors:
“In fact, the early demographer
Thomas Malthus believes that
the only way the human
population would ever check
itself was by running headlong
into a pandemic or famine.
Sometimes we get so
frustrated with the slowness of
human political processes that
we wish a giant flaming rock
would solve the problem for us.”
Annalee Newitz, Science Journalist and Author.
Meaningfulness of the information
The representation of the information
Physiological aspects such as stress or sleep
arrange information into qualifying content in an entertaining
format that encourages spaced repetition towards the end of
life-long learning.
Simply put, E-learning enables learning, repeating and practic-
ing as often as possible, whenever and wherever possible thus
increasing a long-term value for customers by establishing a
systematic and structured learning culture that diminishes the
forgetting-curve (see diagram below) and establishes a learn-
ing-routine. This style of education that enables anytime,
anywhere is referred to as asynchronous methods or models.
BL is a subgroup of E-learning that supplements these existing
methods with synchronous education, which is in real-time
either online, live or as hybrid events.
VUCA environment necessitates continuous
learning
volatile, uncertain, complex and ambiguous, and portrays
harsh business realities in Germany. Heavy export depen-
dence, increasing sectoral competition and high customer
1.)
3.)
Perspective from Germany
Advancing Internationalisation through Blended Learning 25
sensitivity creates permanent red-oceans (destructive)
environment across branches ranging from automobile to
tourism in Germany. These, in turn, place an enormous
demand on principal stakeholders such as investors, manag-
ers and professionals, on one hand, to undertake market
corrective measures, and on the other hand, preserve
value-creation and manage employee and customer expec-
tations.
Subsequently, since more than a decade, German manage-
ment and leadership education has centered on training for:
VUCA-preparedness
and unforgiving markets
Accordingly, the German education market comprising
universities that are research-oriented and applied sciences
products:
1.)
3.)
1.)
Bachelors, diplomas and master degrees that provide
fundamental knowledge on a subject area;
refresh, re-skill and re-educate on new developments in
the subject.
seminars with limited usage of E-learning tools such as the
intranet, platforms and other web-based tools that involve
videos, web-driven quizzes or webinars. Until COVID-19,
academic publishing houses and private companies with
very few state and private educational institutions having
developed their own.
Pandemic outbreak and overnight digitali-
zation
a shutdown of businesses, shops and universities only with
the exclusion of essential goods. All educational institutions
-
tives. As much as Germany leads as a nation of innovation, it
is also extremely bureaucratic and change-resistant. Howev-
er, the need to continue operations put the required pressure
on university management to rapidly switch to synchronous
methods of online teaching via Zoom mostly, with Microsoft
Teams as another option. Most institutions supplemented
their e-learning platforms with additional tools like Slack,
Moodle among others.
-
rules of seminars were adapted to ensure an attention span
over digital tools, counselling for students with learn-
ing-problems were prepared such that April-on teachers and
universities also purchased complete digital infrastructure
for their teaching teams for over 100,000 euros per universi-
ty. Therefore there are disparities between educational
E-learning and blended learning methods worked best for
quantitative subjects, while natural science subjects were
A review of BL success in German educa-
tional institutions
Blended learning methods that ensued due to COVID-19
involved real-time online teaching and the provision of
material such as case-studies and practice-videos that
tough data security and privacy laws prevented recording
lectures or seminars and making them available online for
contributed to much criticism of the system, but little change
is expected. This is especially because universities want to
protect their know-how USP and do not want to open doors
to hacking or digital stealing that might diminish their
markets. Many professors and students are reluctant to be
therefore this is a cultural and legal hurdle.
not free of technical issues and breakdowns that lead to
student complaints. There is also the discussion of develop-
ing German-products and relying less on American products
such as Zoom and Teams. Furthermore, survey results of
blended learning methods across universities show that
students strongly prefer classroom interaction than BL meth-
ods – this has prompted many universities to start winter
second pandemic wave and a lockdown. The others are
opting for a hybrid BL-based winter semester.
Perspective from Germany
Advancing Internationalisation through Blended Learning
26
Prof. Cordelia Friesendorf
Under these three formats: CLASSIC (student-oriented), OPEN (vocational studies) and SMART (both groups). The BL programs aim
to develop learning formats with simulations, videos, text elements and automated tasks for self-evaluation. Likewise, the State
Rhineland-Palatinate has announced 50 million Euros as investment in digital infrastructure for creating E-Learning content.
Conclusion
-
and teachers strongly prefer face-to-face interaction in Germany and may entertain BL only as an interesting additional back-up
option. Overall, BL can be perceived as an innovation of necessity rather than a basic need in Germany.
“In Colombia, higher education
and its internationalisation have
been at a crossroads since the
beginning of the pandemic due
to the lack of face-to-face
activities. Internationalization at
home has become an ally to
strengthen the profile of
students through virtual
experiences.”
Higher education has never experienced a moment of cross-
roads as important as the current one due to the Covid-19
pandemic. Higher education models, based mainly on
face-to-face training, on actions carried out exclusively in the
learning environments and instruction models where the
professor remains the center of mediation, have reached a
dead end that requires urgent changes from policy makers
and the institutions themselves. The impact of the pandemic
on economic, social and educational aspects is unprecedent-
ed and one of the most impacted aspects is academic mobili-
ty, which has currently been challenged in the face of its
relevance and contribution to teaching and learning process-
Colombia s higher education reality
The closures, as a measure to contain the pandemic, have led
to an accelerated deployment of distance education to
ensure pedagogical continuity in higher education (Pedró,
that higher education in this country is based mainly on
face-to-face training and few students are taught through
-
ing a deep economic crisis; this leads to a lack of opportuni-
ties for young graduates from institutions, especially during
the pandemic.
Taking this situation into account, most institutions are
currently considering the process of virtualizing their
academic programs, however, it is not only important to
foster the transformation towards an e-learning approach
and the creation of new contents, but also to work on the
challenges imposed by institutional cultures that don't
support virtual learning. In addition, there is great inequality
in Latin America regarding infrastructure, where not only a
high percentage of students do not have a computer at
home, but they also have connectivity problems due to the
lack of access or internet coverage. This puts institutions in a
Internationalisation: The direction towards
we are headed
In these moments of transformation, all the missionary and
support processes are at the mercy of changes, and this also
applies to internationalization. It is time for internationaliza-
tion to consider the urgency to generate value for graduates,
support the creation of new knowledge, encourage the
generation of startups and have a social impact on communi-
-
with international cooperators: intercultural skills, autonomy
in learning, collaborative learning, among others.
Following this idea, institutions should work on developing
entrepreneurship. From the international curriculum activi-
ties, it should be possible to train professionals with the
technical and soft skills required for work in global and
intercultural environments (Ministerio de Educación Nacion-
based on physical mobility to virtual mobility, however the
moot question is how can institutions generate value for
graduates through virtual internationalization actions?
Perspective from Colombia
Advancing Internationalisation through Blended Learning 28
It is important to remember that in many cases, the social
impact of the institutions can be measured by the graduates
placed, the impact on the communities and the generation of
new knowledge. Above all, internationalization actions that
are carried out virtually are learning experiences, and as such
they can be evaluated through learning outcomes.
Strategies to develop virtual
internationalisation in higher education
Some ideas are described below for internationalization
actions that can be carried out by tertiary education
institutions:
Advancing Internationalisation through Blended Learning
29
Perspective from Colombia
Hackathons and Virtual Innovation Challenges:
This strategy is already being used by various institutions
at the international level and becomes, if it is well orient-
ed, an innovative way of generating new knowledge and
prototypes that can become future startups. The institu-
tion can work with international partners, through
binational and interdisciplinary teams, for example, in the
search for solutions to challenges from the Latin American
region of the world, which contribute to the Sustainable
Development Goals. It is also possible to set challenges
that help transform university management in times of
crisis. The institution may also highlight problems associ-
ated with Covid-19 or from the diverse economic sectors
or companies from the country or abroad. An important
situation that we have in Colombia and in Latin America is
the challenge of being able to guarantee food security, for
problem through new disruptive solutions? This lands a
global problem at the local level and generates social
commitment on the part of the students. Solutions can
continue on their path and become a new product or
service. Exchange platforms and guidance for the creation
of new products and services through internationalization
steps towards new startups, which can become a point of
development and opportunity to generate income for
graduate students within the emergency of Covid-19.
Webinars or Virtual Seminars with international partners:
Series of webinars can be organized with partners, which
may be related to teaching actions led by professors.
These webinars can also be oriented to cross-cutting
themes such as the Sustainable Development Goals or
Latin American transnational challenges, such as climate
change, infrastructure, regional migration, etc.
Virtual Language Exchanges with a purpose:
Over the years, many Colombian institutions have carried
out language exchanges between partners located in
non-spanish speaking countries. However, this exchange
purpose, for example, English for the health sector, for the
-
ates can be strengthened by developing their
language
skills for job opportunities in international settings.
Through this virtual mobility option students work on
research, social or community projects. Students are
encouraged to work with deliverables. In this virtual
mobility strategy, students can work with their interna-
tional tutors and get involved in projects that are
relevant and to which they can contribute either with
can be attended remotely.
1)
3)
4)
Prof. Luisa Fernanda Echeverría King
Conclusion
Internationalization can be meaningful, if it is rooted in the
institutional culture and if it generates value for the gradu-
ates. It is time for the institutions to assume the correspond-
ing leadership and urge their international partners to work
order to prepare them for a competitive, digital job market
and at the same time support them in developing skills for
entrepreneurship.
References
Internacionalización de la Educación Superior. Internacio-
nalización del Currículo. Bogota, Colombia: Ministerio de
Educación Nacional.
Rajagopal, K., Firssova, O., Op de Beeck, I., Van der Stappen,
skills in open virtual mobility. Research in Learning Technol-
higher education in Europe. Amsterdam, Holland: European
Association for International Education (EAIE)
Perspective from United States
Advancing Internationalisation through Blended Learning 31
Figure 1: Eccles Business Building at the David Eccles School of Business
Background
As a career coach at the David Eccles School of Business at the University of Utah, I facilitate the Daniels Fund Rising Star Intern-
ship in tandem with Management professor Aaron Phillips. This exclusive, semester-long internship course is completed through
the Canvas Learning Management System.
Students apply for admission to the course after developing four learning objectives, two of which must be ethics-based. Objec-
reporting timeline.
the curriculum, we agreed that the course should be updated to maximize student engagement and learning. We undertook selec-
-
helping students advance toward ambitious ethics-based learning goals. Ongoing revisions to the course move toward greater
collaboration among students and between students and the instructional team.
Photo credit: David Eccles School of Business
Perspective from United States
Advancing Internationalisation through Blended Learning
32
“Blended Learning isn’t
exclusive to faculty teaching.
Read about the success of an
innovative internship
collaboration between a
career coach and a professor
that benefits students
academically, professionally,
and ethically.”
Curriculum Enhancement, Phase One:
Spring 2020
Students never met, and they completed their coursework
independently. Most assignments were task-based, employer
focused, and submitted only to the instructors. Neither of us
felt that the current curriculum was pushing students to think
beyond the immediate semester. We knew that it could be
enriched, and we wanted to experiment with blended learn-
-
work to maximize student engagement. These were well-re-
ceived by students.
We believed that with adequate preparation, we could foster
deeper learning. Marcella was inspired by listening to the
Making Global Learning Universal podcast hosted by Stepha-
nie Doscher, Ph.D., of Florida International University. Our
revisions began by considering Course Student Learning
Outcomes (SLOs), which were not part of the course previous-
our course inside out: instead of students completing the
syllabus were as follows:
To gain awareness of the impact of ethics and ethical
decision making in the workplace.
To learn and build upon key skills and competencies that
To collaborate with diverse classmates in complex problem
solving and analysis.
Curriculum Enhancement, Phase Two:
Summer 2020
We wanted students to learn from and engage with each
other in pursuit of these new SLOs. Text uploads were
progress of their learning objectives. Students responded
well, commenting often on how much they were learning by
To further foster interaction, we launched an all-hands
introductory Zoom meeting at the beginning of the semester,
providing valuable context for upcoming class discussions.
During this meeting, students introduced themselves,
described their internship, and outlined their learning goals.
Professor Phillips reviewed the role of ethics in the
workplace, providing a lens through which students would
view their work throughout the semester. We concluded the
meeting with a brief course overview and a preview of the
Prior semesters required students to meet with Professor
Phillips one-on-one for a mid semester check-in. Due to
COVID-19 restrictions, a previously required one-on-one
meeting with the professor morphed to a Zoom meeting.
1.
3.
Photo credit: David Eccles School of Business
Perspective from United States
Advancing Internationalisation through Blended Learning 33
This new format facilitated a team-based meeting strategy, with both Marcella and Professor Phillips checking in with the
student. The new “instructional team” meeting became an important touchpoint for our students, reinforcing our authenticity as
instructors and our holistic investment in students. Further, it created an environment of trust, allowing students to ask candid
questions and get answers in real time.
-
ed on organizational structure and company culture. Knowing we wanted the course to foster greater interactivity, Professor
Phillips and I took a leap of faith, adopting an assessment tool typically associated with study abroad and other experiential learn-
-
tion rather than on technical skills such as video editing.
worth it. The introspective projects were creative yet focused, and incorporated student learning about ethics in the workplace,
Phillips and I agreed that students gained far more from this assessment format than they would have from writing a 10-page
paper. In addition, the digital projects may be used as testimonials for prospective future interns.
Photo credit: David Eccles School of Business
Perspective from United States
Advancing Internationalisation through Blended Learning
34
Ongoing Curricular Adjustments: Fall 2020
and Beyond
two additional modules and fully realize blended global
-
ic theory into workplace application. Another asks students
to identify a global ethical dilemma that their employer
wrestles with, analyzing various courses of action and corre-
sponding outcomes from the perspective of ethical leader-
ship. This prompts interns to think critically about the supply
chain, labor practices, sustainability, or racial and gender
equality. We hope adding these elements to the increasingly
interactive learning opportunities provided by this course
career goals. Moreover, we hope the practice they gain in
thinking globally from the perspective of ethics will catalyze
long-term positive impacts to global systems of commerce.
We look forward eagerly to our next digital storytelling
goals provides a true learning and growth opportunity for all
participants, and seeing the creative ways students tell their
stories gives us great hope for the future of business as a
force for good.
Prof. Marcella Kirschbaum and Dr. Aaron T. Phillips
“Internationalisation
based on national(ity)
exchange may become a
thing of the past as new
breed of students will
think and act blended.
Time to become students
ourselves with our
purpose of existence – our
students, at the core.”
That is not the question.
it comes up frequently in university announcements and
media reports: Blended Learning.
At this moment, almost all of the universities around the
-
ed model- the mix of face-to-face and remote learning.
If we narrow the term down to the delivery mode of tuition,
blended learning can mean anything from “fully face-to-face”
to “fully remote”. The challenge for most of the higher educa-
tion institutions may seem to be, how to adapt the physical
learning environments to this whole new range of scenarios-
in a way that at once maximises the student experience and
keeps everybody safe and healthy and how will that impact
accomplished and cherished in the last decade may not be
applicable, especially during this mobility crisis?
ecosystem for the future generations. With a widened
The future is blended
made a bold declaration: The Future is Blended. This state-
ment suggests potential paradigm shifts accompanied by a
series of blends which include:
Typically, paradigm shifts take, very optimistically, a minimum
of 5 years to be validated, as change does not normally
happen overnight. At least, we never imagined it could. But
are accelerating and fast-forwarding our future. This demands
that we evaluate the knowledge ecosystems in which future
generations will learn, work and live.
Learning pathway for our future generation
in the era of paradigm shifts.
The above blends pose fundamental questions to higher
education institutions. Who are our students? Where is their
-
our collaborators? How can we secure the optimal learning
With the situation still uncertain and changing fast, it is
prevails is the predominant notion that life itself will become
a school of continuous learning. The paradigm shifts suggest
-
needs and wants.
diversity and students.
places.
talent.
-
ration.
And ultimately, a blend of living, working and learning
Then, what is the question?
Internationalisation has been one of the prevalent topics in
higher education institutions for decades. The ones who
excelled were rewarded. Whether it was extra government
funding, stepping up in the international ranking, winning
-
ent nationalities, this created a positive loop by attracting
even more international minds to come and study. But why
Advancing Internationalisation through Blended Learning 36
Perspective from Netherlands
Ms. Yoony Kim
Advancing Internationalisation through Blended Learning
37
Perspective from Netherlands
institutions were trapped in the hype of the success of
internationalisation backed up by cross-border mobility, to
the level that it (mistakenly) came to be understood as a goal.
Internationalisation as we know is not and should not be a
goal. It is one of the ways to practice what we preach - the
fundamental purpose: to provide our students with an
environment that can maximise their learning outcome via a
students can best prepare themselves for the diverse
environment and people they will encounter in their own
lives and more importantly, they can form a balanced
self-identity to help them become the best leaders they can
be.
Internationalisation in the blended future
If we consider internationalisation as one of the ways to
practice what we preach, COVID-19 made it rather drastical-
ly evident that an internationalisation model that relies on
mobility is not a resilient model and internationalisation, by
thing of the past as new breed of students will think and act
blended.
So, what next?
This one-of a-kind year has presented higher education
institutions with a one-of-a-kind opportunity: to become
students themselves to think, learn and act with our purpose
of existence – our students, at the core. It is the perfect
playground to unite our heads, hands and hearts for our
purpose. Higher education institutions are the epicentre of
the brightest minds, armed with renowned scholars, experts,
professionals and of course, our students eager to learn and
advance. A blended future will present a new set of possibili-
ties to overcome what we perceived to be a barrier in becom-
ing a networks of global learning hubs, which can include
internationalisation to achieve your purpose in the blended
future. But great new ingredients have just become available.
If the chefs of the higher education industry can continue to
strive to understand the changing environment, needs and
wants of our students – our greatest customers and critics, or
even better, have them actively participate in creating new
recipes, I am certain we can taste the exceptional menu that
evolves and stretches beyond internationalisation. For our
students and for our future.
organisation with a simple goal: to further the professional-
ism and knowledge of living, learning and working in univer-
represents the largest student housing and coliving commu-
nity combined with higher education and city leadership,
open to anyone and everyone. Our mission is to be the
leading think tank on the future of living. working and learn-
annual conference – Graduation: Fast-forwarding Our Future.
We will convene some of the most provocative thinkers and
practitioners who will challenge us to make a better future
happen faster. We will ask them to envision the new knowl-
edge ecosystem in an era of paradigm shifts. And with you,
we will explore what we can and should do to provide oppor-
tunities for global talent and save our beloved university
cities.
Indo German Perspective
Advancing Internationalisation through Blended Learning 39
This contribution reports on a joint
learning endeavour of the Symbiosis
College of Arts & Commerce and the
Institute of Information Science and
Language Technology at the University
of Hildesheim, carried out in the winter
In the following, the paper presents:
The motivation and idea of the
learning scenario
The setting of the learning scenario
with regard to its basic structure, the
learning environment, and the learn-
ing tasks
The course of events and the
outcomes
After that an evaluation of the learning
endeavour is given. The paper
concludes with an outlook on plans for
continuation and expansion.
Motivation and starting
point: what is the idea of the
joint learning endeavour?
01 02 03 04 05
November 2019
Foundations of
information literacy
(Individual)
December 2019
Introductions into
(Individual)
February 2020
Feedback and Discussion
(Individual and Collaboarative)
January 2020
Collaborative
knowledge construction
(Collaborative)
March 2020
(Individual)
a)
b)
c)
Both partners, Symbiosis International
(Deemed University), India and the
University of Hildesheim, Germany can
look back on several years of coopera-
tion. In recent years, Symbiosis College
of Arts & Commerce and the Institute of
Information Science and Language
Amongst other things, the authors of
this paper jointly conducted a study
On this basis, the researchers devel-
oped the idea to build up and execute
a joint learning scenario. The purpose
of the learning scenario is to foster
intercultural learning and information
literacy. Both learning goals can be
argued as of being of high importance.
In an increasingly interconnected
world, there is a need to prepare
students to become more knowledge-
time which is characterized by misin-
formation, information literacy
becomes more important than ever
account transnational perspectives in
teaching these topics, e-learning
provides us with the opportunity to
connect students who otherwise would
not have the chance to meet and get
into knowledge related discourse with
each other.
The setting: what are the
structure and components
of the learning endeavour?
Hildesheim is a city in Germany of
some 100.000 inhabitants and a small
university with roughly 9000 students.
Pune is a city in Maharashtra, India
consisting of roughly 3.000.000 inhabi-
tants. Symbiosis International (Deemed
University) is home to over 40000
students.
The learning endeavor was provided by
three instructors, Tessy Thadathil of the
Symbiosis College of Arts & Commerce
-
baum, both members of the Institute of
Information Science and Language
participants in this programme. In Hildesheim, the joint learn-
ing scenario was connected with a project course on “knowl-
edge management & e-learning”, in which seven advanced
students of the master programs “International Information
year of Bachelor of Commerce programme participated as
well.
The didactical idea and structure basically follows a construc-
tivist socio-cultural approach of Knowledge building and
knowledge creation as argued by Scardamalia and Bereiter
-
tions of information literacy and basics of one of three specif-
ic topics that relate to information literacy: Fake News, Data
Privacy, and generational gaps of technology acquisition. To
on state of the art literature and use cases. After accomplish-
ing these basics, mixed groups, consisting of Indian and
German students combined their knowledge on each of the
others could use to improve their information literacy. After
accomplishing that, students provided feedback to others
with group work results. At the end of the learning scenario,
Advancing Internationalisation through Blended Learning
40
Indo German Perspective
This contribution reports on a joint
learning endeavour of the Symbiosis
College of Arts & Commerce and the
Institute of Information Science and
Language Technology at the University
of Hildesheim, carried out in the winter
In the following, the paper presents:
With regard to learning technology, a Moodle course was
-
ment. The Moodle course was provided by the University of
Hildesheim. In the course, all course materials learning
Course of events and the outcome: Did it
work?
It did work. Concerning learning provision, is to state that the
joint learning endeavour was successful. Only one student
dropped out. During the course of events it was obvious that
such a learning scenario requires some basic trust between
coordination, e.g. managing time zones. In addition, a
common technical infrastructure seemed necessary. In sum,
although designed for simplicity, the cooperation scheme
-
ment and time commitment. On the other hand, it showed
that a grassroot approach of learning provision without any
substantial administrative preliminary work is feasible. With
regard to learning, results are encouraging as most students
were highly motivated, communication can mostly be
assessed as successful and the learning tasks were success-
fully accomplished. Feedback indicates that students
acquired substantial intercultural insights and lost the fear of
intercultural communication and work. Figure 3 shows some
of the statements provided by the students.
The motivation and idea of the
learning scenario
The setting of the learning scenario
with regard to its basic structure, the
learning environment, and the learn-
ing tasks
The course of events and the
outcomes
After that an evaluation of the learning
endeavour is given. The paper
concludes with an outlook on plans for
continuation and expansion.
Motivation and starting
point: what is the idea of the
joint learning endeavour?
Both partners, Symbiosis International
(Deemed University), India and the
University of Hildesheim, Germany can
look back on several years of coopera-
tion. In recent years, Symbiosis College
of Arts & Commerce and the Institute of
Information Science and Language
Amongst other things, the authors of
this paper jointly conducted a study
On this basis, the researchers devel-
oped the idea to build up and execute
a joint learning scenario. The purpose
of the learning scenario is to foster
intercultural learning and information
literacy. Both learning goals can be
argued as of being of high importance.
In an increasingly interconnected
world, there is a need to prepare
students to become more knowledge-
time which is characterized by misin-
formation, information literacy
becomes more important than ever
account transnational perspectives in
teaching these topics, e-learning
provides us with the opportunity to
connect students who otherwise would
not have the chance to meet and get
into knowledge related discourse with
each other.
The setting: what are the
structure and components
of the learning endeavour?
Hildesheim is a city in Germany of
some 100.000 inhabitants and a small
university with roughly 9000 students.
Pune is a city in Maharashtra, India
consisting of roughly 3.000.000 inhabi-
tants. Symbiosis International (Deemed
University) is home to over 40000
students.
The learning endeavor was provided by
three instructors, Tessy Thadathil of the
Symbiosis College of Arts & Commerce
-
baum, both members of the Institute of
Information Science and Language
participants in this programme. In Hildesheim, the joint learn-
ing scenario was connected with a project course on “knowl-
edge management & e-learning”, in which seven advanced
students of the master programs “International Information
year of Bachelor of Commerce programme participated as
well.
The didactical idea and structure basically follows a construc-
tivist socio-cultural approach of Knowledge building and
knowledge creation as argued by Scardamalia and Bereiter
-
tions of information literacy and basics of one of three specif-
ic topics that relate to information literacy: Fake News, Data
Privacy, and generational gaps of technology acquisition. To
on state of the art literature and use cases. After accomplish-
ing these basics, mixed groups, consisting of Indian and
German students combined their knowledge on each of the
others could use to improve their information literacy. After
accomplishing that, students provided feedback to others
with group work results. At the end of the learning scenario,
instruction and instructor-to-student communication was
provisioned. With regard to student-to-student communica-
tion, students were free to choose their preferred tools (e.g.
Google Drive, WhatsApp).
Indo German Perspective
Advancing Internationalisation through Blended Learning 41
Figure 3: Feedback provided by student participants of the joint learning endeavour
Furthermore, the instructors were very impressed by the quality of the artefacts collaboratively constructed by the students.
Outlook: What is next?
Overall, the instructors rate the joint learning endeavour as a great success. The basic idea for continuation is to improve and to
scenario was presented in the “Online conference Information Literacy and Democracy (IDE): Citizens, Search Methods and
-
al aspects of information literacy: An experiential experiment involving German and Indian students, provided interesting
feedback on the learning scenario. Some seemed to be interested in taking part in future courses. Thus, already some networking
has been done to expand the round of possible participants beyond Hildesheim and Pune and maybe to include students and
instructors from other countries and cities, e.g. in the United states, Bosnia and Herzegovina, Austria, Turkey, etc. Seen from a
long-term perspective, a community of interested instructors is to be built up to ensure continuity. If it is possible to establish
continuous operation.
had a real cooperation or not. We
discussed the tasks via Skype and then
split them up and put them together
afterwards. I think one obstacle was that
we could only communicate online and
did not see each other in person
Converstaion was about our Artefact...I
am a little bit more calmed down that
sure if it will really work because there is
no clear structutre settled although I
tried to discuss it it did not really work.
My intercultural competency was fairly
decent prior joining the research. Howev-
er, it has improved by leaps and bounds
after completing it as now I will be even
more comfortable in interaction if I am a
part of such a project in future.
After some technical problems we had a
nice video conversation. We introduced
ourselves and talked about our study
life, hobbies, families and cultures.
Additionally, we also discussed shortly
our topic and talked about some
thoughts on this topic. It was an informal
and free conversation that was surpris-
ingly successful in my opinion.
Not only did I gain deep insight about
Information Literacy but also about the
world.
Being part of such a collaborative group
cultures helped me a lot in learning new
techniques and procedures of doing
research paper.
Advancing Internationalisation through Blended Learning
42
Indo German Perspective
“This article is a report on a joint learning endeavour involving
German and Indian students. The learning scenario provided an
opportunity for the students to engage in knowledge related
discourse on Intercultural Aspects of Information Literacy.”
References
3(1), 39-43.
Dr. Joachim Griesbaum, Dr. Tessy Thadathil and Ms. Sophie März
Perspective from South Africa
Advancing Internationalisation through Blended Learning 44
“When an international team
of academics collaborate in
a workshop on how to design
online and blended material
in Africa, the best of
European design and African
creativity can create a
system that helps improve
access and quality of higher
education.”
Landing at Entebbe International Airport in Kampala, Uganda
spreads across the landscape like a mirror to the sky and the
green vegetation of the region provides a lush contrast to the
vastness of the lake. My trip to Kampala was the culmination
of four years of work on a workshop on how to develop
Africa Makerere University.
a Colleague, Prof Parvati Raghuram at the Open University,
UK. Equipped with a formidable amount of money and a
partnership between two Open Distance Education universi-
ties, the University of South Africa and The Open University
students (see the project website http://ideaspartner-
ship.org/). One of the key issues we wanted to address is how
online learning can be enhanced in the African context.
As you look across Africa, more and more institutions are
embracing online learning platforms. This is in the context of
rapid growth in mobile digital access across the continent but
Institutions across the continent are actively encouraging
course content to be online and blended, using digital
platforms to enhance the student learning experience and
improve access to information. While there was, of course,
some resistance, the message is clear, future learning will
have an online presence and if you ignore it you will be left
Zimbabwe, Kenya and South Africa. We noted increased
pressure for Academics to take elements of their modules
online in a variety of ways, from using Whatsapp to commu-
nicate with students, to putting blended course material onto
Moodle platforms. For my colleagues in the UK, this was
at the OU for a number of years. They had in fact developed a
blended modules. In the IDEAS project, we wanted to take
this training onto campuses in Africa, but realised that
not be contextualised in the light of the challenges of the
digital environment in Africa.
workshop for the University of Nairobi. While this was a very
successful workshop, it was recognised by all involved that it
needed to be Africanised. And so the IDEAS team from UNISA
made the best of the OU workshop and blended it with the
best of experiences at UNISA including their online blended
methods to create a workshop that would make sense to
African Academics.
Developing Online and Blended Modules in
Africa
The workshop became a bridge between the academics from
Europe and Africa. Some of the key takeaways from this
international endeavour is that many African countries,
challenges when it comes to developing online blended
podcasts and video lectures, however, many institutions
insisted that these were done in a very formal setting using
the University recording studio, with scripted lessons and
professional recording. In the European Context, academics
were given far more freedom in developing podcasts and
could even do them on their phone to upload on the universi-
ty website. The workshop thus took into consideration the
implications for African Academics who needed to work
inside their institutional frameworks and develop more
formal material.
The Africanised workshop equally placed more emphasis on
with students who may have limited resources and access to
the online environment. For many students their main
while designing a blended module and academics were
asked to think about the implication of blended learning on
students who have limited screen time on a cell phone.
Perspective from South Africa
Advancing Internationalisation through Blended Learning
45
While these African issues were well addressed by the adaptation of the workshop, some of the original content developed at the
OU was remarkable in explaining how they have developed online blended learning. The strategic use of information for tracking,
accomplishment of tasks and student fatigue has been a vital tool to ensure student success.
The workshop has been facilitated at a number of African Universities, from the University of Pretoria and UNISA in South Africa to
The National Open University of Nigeria, the University of Namibia, The Open University of Zimbabwe and a number of open
workshops in South Africa, in general attended by both Academics and school teachers.
Using Learning Design to Understand Curriculum Frameworks
The next phase of the workshop was to develop a framework for curriculum transformation in Africa. Using an Arts and Humanities
Research Council Grant from the UK, an international team collaborated in this workshop to build a framework for the understand-
-
work can be developed to enhance the quality of teaching in Africa that can be replicated across the continent. Online and blend-
ed learning is the future of higher education in Africa and the Covid-19 pandemic has simply accelerated the move into this
environment. By using existing international partnerships, this mode of learning can improve both quality and access to higher
education in the continent.
The pandemic has added a new layer of complexity to the workshop as we try and develop an online version of the work. So, while
my heart longs for the majestic Lake Victoria on my way to the beautiful Makerere University Campus. For now, I will have to
continue engaging with my international colleagues and my students online.
Figure 1: The workshop held in Kenya and the University of Nairobi brought together the internal team
to think through about designing Online and Blended Modules in Africa
Prof. Ashley Gunter
www.ideaspartnership.org
Perspective from India
Advancing Internationalisation through Blended Learning 47
“Factoring equitable learning
access and opportunities in
the face of digital divide may
impact the process of
internationalisation through a
self- paced flexible blended
learning approach.”
In a country as diverse as India, immediate or forced transi-
tion from brick- and mortar schools to technology-enabled
online learning has highlighted bigger inequality challenges
related to access, opportunities and resources.
The Bottomline
The impact of the pandemic on education also reveals
decades of neglect and inability of the state machinery to
reach diverse categories of disadvantaged groups, rural
communities, urban poor, person with disabilities, and
women coming from marginalized sections and socially
-
Lockdown effects
UNICEF Remote Learning Reachability report based on data
middle income countries resulting in weak learning
outcomes. The National Statistical Organization (NSO)
reports that an overwhelming percentage of people cannot
-
tion.
teachers use loudspeakers for airing digitally stored materi-
als to reach children in Chattisgarh, “Speaker Bhayya” is used
in Palghar village near Mumbai . In rural Sikkim a teacher
visits students one by one for impromptu classes. In Karnata-
ka communities, open spaces are used. Volunteers mobilize
“Mohalla pathshala” in Raina, the most backward Village, of
severely. Recently, OETPMT group volunteered to organize 5
weeks of instruction on “Online English Training & Tutorial
Programme for Madarsa Teachers and Minority Teachers”
working in private unaided Islamic seminaries amid poor
challenges of poor connectivity in North Sumatra occur
where Students climb on trees for receiving cell signals to do
Positive measures on Digital Access
Pradesh will launch 10,000 smart classes for e-learning in
Governments and educational institutions have operational-
ized various models of e-learning & technology-enabled
online learning platforms in addition to creation of National
Repository of Open Education Resources and Distance learn-
ing reaching children in remote areas through radio and TV.
programs for diverse clientele groups- IELTS preparation,
working professionals, beginners, housewives; Phonics for
Nursery, struggling readers, English for young and advanced
learners.
Online Teaching-Learning Behavior
Online chat reactions from students of MA ELT program of
Dept. of English, AMU expressed mixed reactions regarding
Perspective from India
Advancing Internationalisation through Blended Learning
48
bringing family together as part of the online study from
home. Frequent disruption of connectivity and audio cause
fatigue and physical strain. There is a loss of understanding
do not know the answer can instantly check it on Google and
the teacher would get the impression that he knows quite
Why Blended learning?
Can blended learning force a real change for the new normal?
At a time when online education comes as a necessity, equal
need. British council, American Centre and other institutions
are gradually refashioning themselves as a mix of online
schooling and in class teaching. Aakash & Allen have
launched Hybrid coaching Program.
Blended learning pro -equity approaches are seen as a reme-
dial measure, even for reducing the dropout among marginal-
ized communities. Oxfam India estimates women losing jobs
hospitality, construction, IT and telecom (Ramchandran,
Training for Blended Learning
internationalize the role of MOOCs in Global Capacity Build-
ing. At this point, capacity building programs are required to
coordinate the digital content and needs of the learners as
these programs have not kept pace with the training technol-
view the sequential requirements of the modular digital or
bridge blended courses can leverage this capacity on a self