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dc.contributor.authorThorpe, SJ
dc.contributor.authorWu-Ross, A
dc.contributor.editorChova, LG
dc.contributor.editorMartínez, AL
dc.contributor.editorTorres, IC
dc.date.accessioned2013-12-13T04:15:39Z
dc.date.available2013-12-13T04:15:39Z
dc.date.copyright2013-11-20
dc.date.issued2013-12-13
dc.identifier.citationInternational Conference of Education, Research and Innovation (ICERI) held at Hotel Barceló Renacimiento Seville, Seville, Spain, 2013-11-18 to 2013-11-20, published in: ICERI2013 Proceedings, pp.i - 7454 (7516)
dc.identifier.isbn978-84-616-3847-5
dc.identifier.issn2340-1095
dc.identifier.urihttp://hdl.handle.net/10292/6238
dc.description.abstractThe number of New Zealand higher education institutions collaborative programmes in Asian countries is increasing. Students enrolled in offshore programmes have developed a range of learning strategies that meet the needs of their home learning environment. However those same learning strategies may not match the needs of their foreign education provider. Further to this, offshore students may not be familiar with the foreign lecturers’ teaching approaches. The rapid internationalization of universities in countries such as New Zealand, and the adoption of the teaching of foreign degrees in countries such as Vietnam and China, makes it evident that a better understanding of offshore students’ academic needs, expectations and study habits will enhance the students’ learning experiences. Understanding the lecturer’s role in adapting teaching and learning in offshore delivery is also a useful lens to apply. In this paper, we document the learning and teaching strategies adopted by the students in Vietnam and lecturers from a university in New Zealand to overcome the issues identified by the students themselves. The paper proposes cultural awareness and intercultural competence as vital requirements for academics who are involved in course planning, operations, and management, as well as subject and paper development and delivery offshore.
dc.publisherInternational Association of Technology, Education and Development (IATED)
dc.relation.urihttp://library.iated.org/view/WUROSS2013LEA
dc.rightsNOTICE: this is the author’s version of a work that was accepted for publication. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in (see Citation). The original publication is available at (see Publisher's Version)
dc.subjectChallenges and strategies in offshore programme
dc.subjectTeaching and learning approaches
dc.subjectDistance learning and technologies
dc.subjectOffshore delivery
dc.subjectLearning strategies
dc.subjectTeaching strategies
dc.subjectIntercultural competence
dc.subjectCultural awareness
dc.titleLearning and teaching strategies in an intercultural context: offshore programme in Vietnam
dc.typeConference Contribution
dc.rights.accessrightsOpenAccess
aut.conference.typePaper Published in Proceedings
aut.publication.placeSeville, Spain
aut.relation.endpage7454
aut.relation.pages7516
aut.relation.startpagei
pubs.elements-id159306


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