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Evaluating British Educational Experiences: A Comparative Analysis from a UK University

This study compares British educational experiences at a UK university with a focus on models of internationalization, technology-enhanced learning, cultural diversity, and learning styles. Through case studies, the differences between gaining a British degree and experiencing British education firsthand are explored, particularly in online delivery contexts. The significance of the "Britishness" of degrees, differences between undergraduate and postgraduate markets, and the impact of location and lifestyle on learning outcomes are discussed. The conclusion highlights the need for better integration of e-learning and teaching scholarship for a more comprehensive global online learning environment.

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Evaluating British Educational Experiences: A Comparative Analysis from a UK University

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  1. A British course or a British educational experience? Comparisons from a UK University Heather Skinner Haydn Blackey

  2. Internationalisation of HE • Models of internationalisation • Competitive global marketplace • Role of technology enhanced learning • Cultural diversity and learning styles

  3. TEL & Constructivism • HEIs that successfully integrate technology into the learning environment tend to have adopted a constructivist approach to learning (Kim and Bonk, 2006). • “Unfortunately, while the constructivist revolutionaries have ventured onto the battlefield of epistemological change, most have not provided practising educators with the wherewithal to reconstitute and embed constructivist ideas within their personal philosophies and teaching practices” (Bonk, 2003:9).

  4. Methodology • Case 1 • MSc Marketing (top-up from CIM) Zambia • Case 2 • MSc Marketing (top-up from CIM) Moor Hall • Case 3 • BA Enterprise, E-College Wales • Case 4 • BA Enterprise, INTI Hong Kong

  5. Cases 1 & 2 compared • Have either group of students had the British educational experience, or are they simply gaining a British degree?

  6. Cases 3 & 4 compared • Can home students be said to be getting the benefits of the British educational experience when the course is mainly delivered online, with student-teacher and student-student interactions mainly supported electronically? • We failed to take into account the high value and importance that Hong Kong students place on the “Britishness” of the degree

  7. UG and PG differences • Achieving a “British” degree seems to be more attractive for people who are in employment (the post-experience MSc market) whereas the “British” experience is the higher priority for the younger (pre-experience undergraduate) market.

  8. Conclusion • The lack of linkage between the tangible aspects of e-learning and the scholarship of teaching and learning online has led to significant weakness in the attempt to move towards a global online learning space • How we learn matters to what we learn • For many students the location and life-style issues are significantly more crucial than the ‘Britishness’ of the programmes offered

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