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.

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