{"id":5299,"date":"2019-11-18T17:22:28","date_gmt":"2019-11-18T17:22:28","guid":{"rendered":"https:\/\/blogs.ncl.ac.uk\/ltdev\/?p=5299"},"modified":"2019-12-02T14:57:36","modified_gmt":"2019-12-02T14:57:36","slug":"transnational-educational-research-experience-in-tel-project","status":"publish","type":"post","link":"https:\/\/blogs.ncl.ac.uk\/ltdev\/2019\/11\/18\/transnational-educational-research-experience-in-tel-project\/","title":{"rendered":"Transnational Educational Research Experience in TEL Project"},"content":{"rendered":"\n

By Bhavani Veasuvalingam, Newcastle Medicine Malaysia (NUMed).<\/strong><\/p>\n\n\n\n

Assessing Technologically enhanced learning\n(TEL) quality is a multifaceted method that, built on theoretical perspectives\nand on organised data collection, analysis and interpretation, leads to a\ndecision that should promote a better understanding of quality of TEL and the\nenhancement of its quality (Casanova,2011). The Newcastle\nUniversity\u2019s education strategy attracts a great emphasis on bringing an\neducational experience supported and enhanced by technology. In this context, Newcastle University with its\nexisting international branch campuses in Malaysia and Singapore triggers\nanother element adding to TEL study, that is the transnational education. <\/p>\n\n\n\n

Transnational education is defined as\nprogrammes located in a country other than the awarding institution (McBurnie\nand Ziguras, 2007, p.21). Newcastle Medicine Malaysia (NUMed) and Newcastle\nUniversity Singapore (NUS) are international branch campuses who shares the\nsame technologically enhanced learning tools from its parent institution and\nqualifications bear the name of the parent institution. Though branch campuses adopt much of\nits practices from its headquarters, the different location and the cultural\ndifferences may provide an added perspective to understanding TEL in higher\neducation, considering globalization impacts every aspect of our lives.\nMazzucato believes, local anchoring is crucial to obtain an in-depth knowledge\nof and this is important for our project TEL to gauge how globalized it has\nbecome.<\/p>\n\n\n\n\n\n\n\n

It would be interesting to discover, students\nand staffs\u2019 criteria for determining TEL use in their teaching and learning.\nThe possible cultural differences between the three countries may impact upon\nstudents\u2019 reception of online course component and flexible learning more\nbroadly. Conducting transnational research, challenges the researchers of\nfindings a good sense of balance between depth and breadth (Mazzucato, 2008) of\nthe data. The TEL project is a two-phased study between three campuses that is\nNewcastle University, Newcastle Singapore and Malaysia. The project titled \u201can\neducational experience supported and enhanced by technology: a mixed method\nexploration of staff and student\u2019s perspective\u201d gained an added value by the very fact that\nit crossed the borders, the people, ideas and institution. <\/p>\n\n\n\n

This transnational research lends\nitself well for better understanding of the use of TEL in education from\ndifferent cultural perspectives. Considering the qualitative phase 1 of this\nstudy require long term relationship building and we managed this by\ncollaborating with the NUMed research associate who was able to conduct\nqualitative research and not to have someone to travel from Newcastle to\nMalaysia to do so and this made the project cost-effective. This also allowed\ntime needed to build up trust with respondents. The sharing of information\nbetween researchers allowed to document transnational activities that took\nplace in a culturally relevant context in a broader sense. <\/p>\n\n\n\n

Close communication between the team\nof researchers via regular Zoom (virtual classroom) meetings facilitated\ndecision makings, data sharing and feedback on each other\u2019s work. The\ntransnational research was made possible with joint effort between the two\nschools (Newcastle and NUMed). Recruitment of samples was made following a\nposter developed and circulated to both faculties respectively.  Focus group discussion was conducted by the\nrelevant research team for all the campuses and specifically for NUS, NUMed\nresearch team facilitated the data collection. One of the research facilities\nrequired across campus was the access to NVivo a qualitative data analysis\nsoftware which was not available at NUMed or NUS. This means the NUMed\nresearcher would not be able to analyze the data obtained, a crucial element of\nensuring qualitative rigor strategy. However, this was solved by setting up\nremote desktop access for NVivo software, and this made the coding and thematic\nanalysis of the data possible for NUMed researcher. Hence, analysis was\nconducted by both campuses to improve reliability of the data. <\/p>\n\n\n\n

The data gained from the project yielded\nthree abstracts for oral presentation accepted for 3Rivers conference, ALT Teaching\nand Learning conference 2019 and Educity Educators Conference 2019 for\ndissemination of its findings. Subsequently, manuscripts will be prepared for\npublication, in relevant journal. Significant barriers and facilitators were\nidentified through this project and serves as guideline to future training and\nimprovement in the TEL use across these campuses. <\/p>\n\n\n\n

Conclusion<\/strong><\/p>\n\n\n\n

This study revealed benefits and\nchallenges of using TEL in education from both students and staff\u2019s perspective\nacross three campuses. The data can be used to improve the quality of TEL use\nin education in a much more globalized manner, which is relevant in this 21st<\/sup>\ncentury pedagogical practice. Considering the differences in culture, customs,\ntraditions and social context, between Newcastle University, NUS and NUMed our\nfindings cannot be generalized across all international branch campuses\nglobally. <\/p>\n\n\n\n

Reference<\/strong><\/p>\n\n\n\n

Casanova, D., Moreira, A., & Costa, N.\n(2011). Technology Enhanced Learning in Higher Education: results from the\ndesign of a quality evaluation framework. Procedia-Social and\nBehavioral Sciences<\/em>, 29<\/em>, 893-902.<\/strong><\/p>\n\n\n\n

Mazzucato, V., Cebotari, V., Veale, A., White,\nA., Grassi, M., & Vivet, J. (2015). International parental migration and\nthe psychological well-being of children in Ghana, Nigeria, and Angola. Social\nScience & Medicine<\/em>, 132<\/em>, 215-224.<\/p>\n\n\n\n

Ziguras, C. (2007). Good practice in Transnational Education\u2013A guide for New Zealand Providers, Prepared for Education New Zealand Trust.<\/p>\n\n\n\n

University Education Development Fund<\/h2>\n\n\n\n

This project ‘ An educational experience supported and enhanced by technology; a mixed-methods exploration of students’ and staff’s perspectives’ was funded by the University Education Development Fund. This fund provides grants to support the development of new approaches to learning and teaching, and to enable their dissemination across the University. Find out more including how to apply on the Learning and Teaching Development Service website.<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

By Bhavani Veasuvalingam, Newcastle Medicine Malaysia (NUMed). Assessing Technologically enhanced learning (TEL) quality is a multifaceted method that, built on theoretical perspectives and on organised data collection, analysis and interpretation, leads to a decision that should promote a better understanding of quality of TEL and the enhancement of its quality (Casanova,2011). The Newcastle University\u2019s education … <\/p>\n

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