Series | Studi e ricerche
Volume 26 | Edited book | Blended Learning and the Global South

Blended Learning and the Global South

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

Permalink http://doi.org/10.30687/978-88-6969-529-2 | e-ISBN 978-88-6969-529-2 | Dimensions 16x23cm | Published Sept. 6, 2021 | Language 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.

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