DescriptionThis discussion paper reflects on DFAT-funded teaching and learning activities and the significant benefits they bring. It seeks to explore the qualities and modes of incidental learning associated with cultural immersion and the benefits of 'culture shock'. Given the unique in-situ provocations that create learning opportunities, the discussion paper investigates methods for cultivating personal development in a mixed mode or online study experience that may be required in a post-covid environment. It also discusses some of the challenges to integrated online study and international exchange as they relate to social, cultural, and linguistic barriers to teaching and learning outcomes. The discussion paper aims to promote and provoke further research into adaptation to online and blended learning for international study.
The focus in this particular discussion is on Japan, as a country with a very specific culture that is promoted as accessible to a Western tourist market, but in reality is a very closed society. The three participants all bring their own unique experiences of in person and online international teaching and learning in Japan. Two of the participants have taken students to Japan on the DFAT NCP Mobility grant scheme, two have attended university in Japan as international students, and all have taught online and in person internationally. The experiences of the participants as staff and students highlights issues that are particular to Japan as a destination, but could be experienced in any novel cultural environment.
|Period||15 Oct 2021|
|Event title||InternationalEd 2021: Re-conceptualising Higher Education Teaching & Learning for Sustainable Internationalisation of the Curriculum|
|Degree of Recognition||National|
- culture shock
- New Colombo Plan
- International Education
- Global education standards
Documents & Links
Adapting International Immersive Education Experiences to Online Education Platforms: Discussion Paper
Research output: Other contribution to conference › Abstract › peer-review