New teaching and learning approaches are emerging through the use of technology including online global collaboration. Educators involved in global collaboration forge external relationships with others beyond their immediate learning environment. They modify and adapt the curriculum to include global learning opportunities for their learners. Global collaboration provides opportunities for rich global, cognitive, social, cultural and life-changing experiences to their students. Online global collaboration broadly refers to geographically dispersed educators that use online technologies to learn with others beyond their immediate environment to support curricular objectives, intercultural understandings, critical thinking, personal, social and ICT capabilities. This paper will report some preliminary findings from an investigation into the perceptions of K-12 educators who facilitate global collaborative learning. Data were collected through semi-structured interviews that were then themed to identify the key affordances and inhibitors to online global collaboration. The paper will provide recommendations for global collaboration in teacher education.
|Title of host publication||Proceedings of the Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE 2017)|
|Place of Publication||Australia|
|Publisher||Australasian Society for Computers in Learning in Tertiary Education|
|Number of pages||11|
|Publication status||Published - 2017|
Lindsay, J., & Redmond, P. (2017). Online global collaboration: Affordances and inhibitors. In Proceedings of the Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE 2017) (pp. 1-11). Australasian Society for Computers in Learning in Tertiary Education. http://2017conference.ascilite.org/wp-content/uploads/2017/11/Full-LINDSAY.pdf