Globalisation drives higher education and\nhigher education is driven by globalisation. \nThis phenomenon of increasing worldwide interconnectedness, combining\nchanges at three levels \u2013 economic, cultural and social changes. Through higher\neducation, workers are trained to become more skilled to contribute to\nresearch, make innovations thereby increasing the competition in the\nknowledge-based global economy.<\/p>\n\n\n\n
In 2009, there was a concern about how higher\neducation and research might look in the future. Will there be a move from\nnational models to an adoption of global ones, as has been seen in many\nbusiness schools already?<\/p>\n\n\n\n
The\neffects of globalisation have been far-reaching. Around the world\ntransformation is taking place drastically in all sectors. In Higher Education,\nglobalisation covers international and collaboration between teaching and\nresearch, networking that is purpose-specific and generic; and global\nrecruitment of teaching staff and students. We see mobility of students and faculty, institutions and programmes as\nhigher education crosses borders. <\/p>\n\n\n\n
In the 1990\u2019s students could\nplay low-resolution games on the standalone PCs in school. Today students indulge in iPads, laptops at\nhome as well as in school. Face-to-face\nlearning is replaced with tablet-based learning. The art of writing is slowly\ndying, along with library research skills of going to the library and browsing\nthe Encyclopaedia. No school project is\ncomplete without browsing the internet. \nThe catch phrase for today is \u201cGoogle it\u201d.<\/p>\n\n\n\n
In earlier\ndays learning was nearly the same in schools worldwide. Students sat passively\nlistening to the teacher, taking notes and doing their tests and\nexercises. Education today has gone beyond the confines of a classroom. \u201cGeneration WiFi\u201d was born, where\nthe younger generation is brought up using technology, thus changing the way they\nlearn. Education has moved from blended to hybrid and the COVID-19 pandemic has\ngreatly disrupted schooling in the world. \n<\/p>\n\n\n\n
Covid-19 turned many cities into phantom cities and this effect was seen in schools, colleges, and universities too. From blended learning approach of synchronous and asynchronous learning and independent learning, now teaching and learning is in the virtual medium. <\/p>\n\n\n\n
The objective of this continuum is that by introducing Information and Communications Technology (ICT) to deliver a programme, learning in institutions have moved beyond traditional face-to-face traditional approach to an \u2018E-intensive\u2019 approach. Understanding the need of the situation, globally universities understood the dire need of the current situation and digitalised their operations. In the midst of this chaos online learning emerged as a victor.<\/p>\n\n\n\n
In the world, the need of the\nhour for many education systems became online learning. As educators had no\nchoice but to adapt to online learning, the disdain for online learning\ndiminished sharply. This left teachers with\nlittle or no time to debate. While some\nwere more competent than others, it became mandatory for teachers to learn to\noperate the tools. Nonetheless these\ncompetencies paved the way for pedagogical advancement giving teachers a better\nsense of what technological tools can do and cannot provide. <\/p>\n\n\n\n
Overall, as globalisation is a concept that is here to stay, it is continuously altering a world to which we have to adapt. Today the city has become a classroom whether you are in Singapore, UK, Denmark or the United States. <\/p>\n\n\n\n
With globalisation of education, teaching methods are now more interrelated and ubiquitous. As access to schools intensifies students are becoming increasingly prepared for multinational roles. This enables students with a more holistic understanding of how the global business scene works thereby encouraging their active participation in it. In most cases the greatest impact on the development of a student is their capability to survive in this challenging environment, which might become for many of them the new university, workplace and the new city. <\/p>\n\n\n\n
This article is contributed by Ms Margaret Pereira from the School of Languages and Education<\/a>.<\/p>\n\n\n\n References:<\/strong><\/strong><\/p>\n\n\n\n Dhawan,\nS. 2020. Online Learning: A Panacea in the Time of COVID-19 Crisis<\/strong><\/p>\n\n\n\n https:\/\/doi.org\/10.1177\/0047239520934018<\/a><\/p>\n\n\n\n