Studi e ricerche

Blended Learning and the Global South

Virtual Exchanges in Higher Education

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open access | peer reviewed
    a cura di
  • Giovanna Carloni - Università degli Studi di Urbino «Carlo Bo», Italia - email
  • Christopher Fotheringham - University of the Witwatersrand, Johannesburg, South Africa - email
  • Anita Virga - University of the Witwatersrand, Johannesburg, South Africa - email
  • Brian Zuccala - University of the Witwatersrand, Johannesburg, South Africa - email

Abstract

This volume collects a series of theoretical and practical interventions in the area of blended learning globally. It aims to present pedagogues working in higher education contexts in the developing world with models of successful blended learning initiatives designed and implemented by committed educators working with student bodies characterised by unequal access to technology and connectivity. The twelve individual chapters of this volume are an invaluable practical resource for educators but when taken as a whole the collection provides a counter to commonplace beliefs about blended learning originating within the institutions of wealthy countries. It offers theoretical, material and socially grounded currents for thinking about the place of blended learning in the Global South and is a work of resistance to pedagogical epistemologies with ‘first world’ and neoliberal biases.

Keywords E-learning • French foreign language • Virtual exchange • Italian • Online • Gender equality • Flipped classroom • Gamification • Virtual learning environments • Active citizenship • English literature • Literary analysis • Digital stories • Reciprocal peer learning • Just-in-time teaching • Language learning • Pedagogy • Distance learning • Humanities • Learning management systems • eTandem • Deep reading • Blended learning • Computer assisted language learning • Intercultural encounters • Peer-centred cycle • Teaching • Foreign language teaching • Intercultural citizenship • Global citizenship • Formative assessment • Computer assisted instruction • Oppressed • Second language acquisition • Email • Digital • Peerinstruction • Reflective teaching • Game-based learning • Reading postures • E-portfolios • Students • Italian as a second language • Institutional culture • Student-centred learning • Telecollaboration • Online learning • Digital portfolios • Text-writing • Higher education • Digital educational Technology • Translation • Pre-service teachers • Video game-based learning • Educational change • Instructional design • Intercultural competence

Permalink http://doi.org/10.30687/978-88-6969-529-2 | e-ISBN 978-88-6969-529-2 | Dimensioni 16x23cm | Pubblicato 06 Settembre 2021 | Lingua en

Copyright © 2021 Giovanna Carloni, Christopher Fotheringham, Anita Virga, Brian Zuccala. This is an open-access work distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction is permitted, provided that the original author(s) and the copyright owner(s) are credited and that the original publication is cited, in accordance with accepted academic practice. The license allows for commercial use. No use, distribution or reproduction is permitted which does not comply with these terms.