The Development of Global Learning and Teaching Communities: Citizen Action and Engagement in Research

By Tatzia Langlo.

Published by The International Journal of Adult, Community and Professional Learning

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Article: Print $US10.00
Article: Electronic $US5.00

Collaborative learning skills are increasingly necessary in the global world today. Teamwork and group projects are becoming a national norm and are diversely integrated into academic curriculum. Although educators and students may welcome and positively commend learning and working as interdependent collaborators, there are many obstacles and high levels of hesitation involved in assigning group projects and accomplishing group tasks, particularly in higher education. This will address the obstacles involved in collaborative learning and why these problems are exacerbated in higher education from the perspective of educators and students.
The methodology employed for this study follows a service learning structure, in which the process of discovery made through inquiry is useful to the participants and subjects of the studies examined. Teaching and learning communities will continue to be the needed social transformation, comprised of citizens able and empowered to recognize themselves and others as both learners and teachers in and out of classrooms. The research process reveals its relationship and usefulness in fulfilling the interests and needs of its direct and indirect learning community, transforming knowledge into the application of skills useful into the growth and production of life in everyday communities. The research practices described and employed exemplify the concept of it not being enough to know when communicative, cultural, and contextual competence is lacking within learning and teaching relationships and interactions.

Keywords: Collaborative Learning, Experiential Learning, Communicative Competence, Global, Learning and Teaching Communities

The International Journal of Adult, Community and Professional Learning, Volume 19, Issue 2, pp.1-14. Article: Print (Spiral Bound). Article: Electronic (PDF File; 688.002KB).

Tatzia Langlo

PhD Graduate Student, Department of Education , Cultural Perspectives and Comparative Education, University of Caifornia, Santa Barbara, CA, USA

Tatzia Langlo is a graduate student at the University of California, Santa Barbara, Gevirtz College of Education studying cultural perspectives and comparative education. Her research interests include the development of global learning and teaching communities, and the need for increased communication, cultural, and contextual competencies involved with interacting as global citizens on the stage of the global world. She has a BA in communication with a research focus of cultural communication in education, a minor in education, and an additional degree in early child education. She works with a non-profit organization based on the principles and practices of civil participation, service-learning, and education assistance through development of local and global relationships. She maintains emphasis in global studies and language interaction and social organization. She has a passion for story telling as a means of sharing ideas and information.