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| artwork Murad Abel |
Global education is rising as students now work in varying
countries and capacities not seen a few decades ago. Researchers Taras, et. al
(2013) studied online international education have come to some conclusions
about its success. They used experiential learning theory, social learning
theory, and intergroup contact theory to effectively determine the success of
virtual classrooms across borders. They evaluated the management education
based upon reactions, learning, attitudes, behaviors, and performance. Their
findings indicate that global online management has great potential.
Business schools are not yet meeting challenges to develop
global managers at a sufficient level for businesses. Schools do offer some
international education in terms of case studies, videos, and other possible
indirect interactions with international students. These are not yet adequate
to meeting modern challenges and online international groups may be more effective
for higher education.
Global virtual teams are geographically dispersed teams that
use the Internet communication methods to collaborate on common goals. Videos,
chat functions, forums, etc. are part of the process of engaging in this
international forum approach. Students interact through mediated classrooms
that are run by professors. With modern technology the use of online classrooms
in international education is cheaper and more effective than traditional
methods.
The study relies on three major theories of learning and
group interaction. Experiential Learning Theory is defined as a “holistic
integrative perspective on learning that combines experience, cognition, and
behavior” (Kolb, 1984). Social Learning Theory occurs when people interact they
naturally learn from each other’s preferences and start making connections in
behavior and culture (Maznevski and DiStefano, 2000). Intergroup Contact Theory
occurs when groups live in isolation with each other and create prejudice, bias
and conflict (Brameld, 1946).
The researchers studied 6,000 students from 80 universities
in 43 countries to determine their results. They found that cultural
intelligence, problem understanding, course examination grades, project
assessment, and reduction in perceived differences improved. Students came to
not only improve upon their coursework and learning but also upon their perception
of others. The complexity of their thinking also increased thereby creating
cognitive benefits.
Comment: Even
though online learning is different than face-to-face interaction there are
many parallels and similarities. The interaction of students in collaborative international
teams helps to better prepare them for global competition while raising their
learning. Universities and corporations can learn to hedge and use online
international education to raise their business learning and problem-solving
skills. The market is likely to grasp this beneficial and cost-effective method
of staying in competition.
Brameld, T. (1946). Minority
problems in the public schools. New York: Harper & Brothers.
Maznevski, M. & DiStefano, J. (2000). Global leaders are
team players: developing global leaders through membership in global teams. Human Resource Management, 4.
Kolb, D. (1984). Experiential
Learning. Englewood Cliffs. NJ: Prentice Hall.
Taras, et. al. (2013). A global classroom? Evaluating the
effectiveness of global virtual collaboration as a teaching tool in management
education. Academy of Management Learning
& Education, 12 (9).
