You are here:

‘Because I said so’: A Teacher-Centred Approach as a Scaffolding Technique to Accommodate International Distance Learners in a Student-Centred Environment
PROCEEDINGS

, State University of New York Empire State College, United States

ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference, Publisher: Australasian Society for Computers in Learning in Tertiary Education

Abstract

At the SUNY Empire State College’s Center for Distance Learning (CDL), the majority of students come from the State of New York, whereas international distance learners were historically a tiny fraction. This is currently being changed, with the ongoing rebranding of the College as New York’s Open University. Seeking to enhance its curriculum to better accommodate international distance learners, CDL has engaged in the development of bridging bilingual/bicultural courses such as “International eLearning Skills for Russian Speaking Students”. The course designed and taught by bilingual/bicultural professors helps students overcome linguistic, cultural, technological, and organizational barriers and adapt to the North American learning environment. In this paper, I will briefly describe the project, problems discovered and solutions found, including the use of scaffolding techniques, such as teaching- centred pedagogy.

Citation

Chukhlomin, V. (2011). ‘Because I said so’: A Teacher-Centred Approach as a Scaffolding Technique to Accommodate International Distance Learners in a Student-Centred Environment. In Proceedings of ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2011 (pp. 239-243). Australasian Society for Computers in Learning in Tertiary Education. Retrieved November 28, 2020 from .

Keywords