Collaborative authoring of projects in the development and delivery of subjects in transnational programs
The purpose of this paper is to develop a conceptual model that can be used to describe theeffect of team-based collaborative authoring technologies on assessment strategies usedwithin subjects and curricula delivered in a transnational mode. Transnational programs andtheir related delivery and assessment practices represent a significant area of interest forhigher education providers worldwide. Transnational programs provide a major stream ofincome at a time when government investment in the sector can be inadequate and uncertain.While international education represents a major area of growth for higher educationproviders, the delivery of these programs at offshore locations can be problematic. Ourunderstanding of subject and curricula delivery offshore comes from our experience asproviders of these educational services and is set against the background of a literature reviewin this domain.The approach developed here employs communication and coordination theory as well assystems thinking applied to teaching and learning activities in general. This paper describessome communication flows and bottlenecks that occur between geographically distributedteaching staff and both culturally homogenous and heterogeneous student cohorts. This is apreliminary step in the theorisation and exploration of the effect of using collaborativewriting technologies within transnational assessment practices. This paper demonstrates that,by adopting appropriate models of social processes, new socially innovative ways to conducteducation practices can be leveraged from the application of new technical innovations (suchas wikis to facilitate collaborative authoring in assessment).
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