Engaging students in an international online setting that is interdisciplinary and culturally diverse is a challenge. A joint classroom between German and Ugandan universities used a formative assessment approach paired with active learning elements to foster individual and peer learning in an international virtual setting. A survey at three different times across the semester explored students’ perceptions towards the value of the active learning activities and evaluated how perceptions changed over time. Overall, students enjoyed the diverse active learning activities and perceived value toward their success in class. This was more pronounced and unidirectional for individual tasks than it was for group work. In addition to the findings of the structured survey, observation and feedback indicated that other elements contributed to effective course delivery. These included clear and frequent communication to the students from the primary instructor, prompt feedback from the instructor on graded exercises, such as a reflective learning diary and ungraded quizzes, and student confidence that sincere effort would achieve a good grade.

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In recent years, efforts to internationalize teaching, learning, and the curriculum using digital media have increased and (higher) education institutions around the world have embraced virtual communication and collaboration to foster and maintain international partnerships. This chapter surveys linkages between international partnerships and curriculum design. Based on concepts and designs that can help to establish virtual joint educational initiatives within the framework of international (institutional) partnerships, this chapter introduces different curriculum design models and their implications for international partnerships in order to enable readers to initiate new curriculum design processes or evaluate existing curricula with regard to the involvement of and virtual collaboration with international partners.

In recent years, efforts to internationalize teaching, learning, and the curriculum using digital media have increased and (higher) education institutions around the world have embraced virtual communication and collaboration to foster and maintain international partnerships. This chapter surveys linkages between international partnerships and curriculum design. Based on concepts and designs that can help to establish virtual joint educational initiatives within the framework of international (institutional) partnerships, this chapter introduces different curriculum design models and their implications for international partnerships in order to enable readers to initiate new curriculum design processes or evaluate existing curricula with regard to the involvement of and virtual collaboration with international partners.

No abstract