International Learning Environment Research Articles

The International Role of the NCSL

This article addresses the international positioning and role of the National College for School Leadership (NCSL). The article argues that the college stands as an initiator, exporter, importer and disseminator of leadership research and practice and that the role it adopts in regard to these will determine its international influence. The first part of the article discusses the uniqueness of the college and the possible pathways along which its influence could expand. It acknowledges that in building its sphere of influence the college faces a context of unpredictability and uncertainty. The second part of the article focuses specifically on the international role of the NCSL and suggests that from among a range of alternatives, the college would be wise to adopt a confrere role, that is, genuinely mutual dialogue and co-operative learning relationship with researchers and partners overseas. The third part of the article recognizes the associated difficulties and complexities of adopting such a confrere role. It goes on to suggest that the likely benefits of such an approach would not only create a rich international learning environment for policy-makers and school leaders alike, but would also benefit the growing number of multicultural schools and communities in the UK.

Using Distance Education to Internationalize Library and Information Science Scholarship

Library and information science educators have long sought to internationalize scholarship to enrich the quality of educational programs and professional practice. But many obstacles restrict the size and growth of traditional international education efforts, particularly in developing countries. This article presents a case study that uses emerging distance education techniques to deliver a graduate course on knowledge management in The Peoples' Republic of China and the United States. Sponsored by the U. S. Fulbright program, this demonstration project blends learning technologies, using Web-based WebCT software, videoconferencing, personal contacts and readings to create an international, virtual learning space. The article describes how faculty and students achieved the three course goals: (1) learning to learn internationally, (2) bilateral communication and (3) knowledge management. Findings and recommendations support the following conclusions: using active learning pedagogies that engage the students in the learning process; applying multiple technologies that can be supported internationally; maximizing the use of two-way, asynchronous and synchronous communication to encourage individual and group learning; and focusing on broad, interdisciplinary content to facilitate participation in international learning environments.

International Students, Learning Environments and Perceptions: A case study using the Delphi technique

While there are a number of reports on problems faced by international students in Australia, there is little information on the perceptions of such students relative to those of the academic staff teaching them. Using the Delphi technique, whereby problems identified are narrowed by consensus, a study conducted at one Australian university highlighted some expected and some unexpected outcomes. Difficulty understanding colloquial language, cost of tuition and feelings of isolation ranked highest amongst the problems cited by international students. Academic staff were critical of their own speed of lecturing, as well as international students' poor writing and critical thinking skills.