Literature Review: Global Classrooms and Globally-Networked Learning Environments
In Spring 2019, I was commissioned by the Centre for Critical Development Studies at University of Toronto Scarborough, for a literature review on global classrooms, exploring foundations, gaps, and new areas for innovation. If you are interested in the full literature review, please contact me using the contact form. Thanks!
Introduction and Context
The purpose of this literature review is to highlight the general concept, issues, themes, and considerations involved and associated with the creation and sustainability of global classrooms. It will also provide a number of areas which are not yet reflected in the literature, offered as potential opportunities for future research.
As a first step, a key distinction must be made in terms of what is meant by global classroom. The Global Classroom or Global Classrooms is referred to as both the delivery of globally-minded curricula such as citizenship, ethics, management or business administration (Simms, 2006), where there is no direct international or technological connection; and is also most well understood as some iteration of globally-networked learning,[1] typically involving two geographically distinct locations, and most often across international borders. A few examples of multi-site (2 or more) global classrooms are reflected in the literature (Craig et al., 2010; Herrington, 2008). These connections often leverage software like Skype, Zoom,[2] or others, and hardware such as videoconferencing screens equipped with cameras and audio and video capabilities, and microphones to facilitate dialogue, shared learning, and exchange. Some may also allow for students to login from separate locations, increasing accessibility from a locational standpoint. This can prove particularly effective during extreme weather or in addressing mobility challenges.
For the purposes of this article, a global classroom, globally-networked learning (GNL), or a Globally-Networked Learning Environment (GNLE) may be used interchangeably. All uses refer to the process of leveraging technology to extend learning beyond the infrastructure of a local classroom. When facilitated well, these learning environments “link students to peers, instructors, professionals, experts, and communities from diverse contexts; challenge students to negotiate and build shared learning and knowledge cultures across diverse boundaries; and provide students with new opportunities for civic engagement in a global context” (Starke-Meyerring & Wilson, 2008, p. 2). It is this understanding that acts as the through line for this article.
Global classrooms are undoubtedly exciting innovations in teaching and learning, and specifically in that they present unprecedented opportunities and connections for students, instructors, and higher education institutions (HEIs). This excitement, however, must be critically informed by the pedagogical and policy choices made by instructors and institutions. The considerations are manifold, but can largely be considered across four key areas, which should not be taken as absolutes, rather as contexts to be navigated: theory and vision; pedagogy; technology; and partnership.
Finally, a note of professional connection. I am the lead developer and coordinator of a co-curricular globally-networked learning environment, the Hart House Global Commons (HHGC), at the University of Toronto (Hart House, 2019). Created in 2017, this program and learning environment has been built in partnership with colleagues and faculty at six local and international locations: Indiana University Bloomington, U.S.A.; Sciences Po, France; University of Toronto Mississauga (UTM); University of Toronto Scarborough (UTSC); Universidad de los Andes, Bogotá, Colombia, and the Global Citizenship Programme at the University of Cape Town. I will add my findings from the program as they are relevant to the overall article.
[1] Virtual exchange, telecollaboration, virtual mobility, online intercultural learning (OIL), collaborative online international learning (COIL), and globally-networked learning (GNL) are all used to signify two or more virtually connected classrooms. While there are minor distinguishing factors among them, these terms can generally be considered interchangeable, and are all innovative approaches to teaching and learning, which connect faculty and students across multiple locations in real time (American Council on Education).
[2] An U.S.A.-based videoconferencing software – www.zoom.us
Please contact me if you wish to read further.