Global Learning Environment

A global learning environment is an overarching learning space for anybody to participate in regardless of their physical location.
Global learning environments are created to link students and share knowledge without cultural boundaries. These networks can take different forms such as:
* Distance learning
* Knowledge Networks
* Forums or Discussion Groups
* Self-directed learning using the internet
Distance learning
Distance learning is one of the major components of Higher Education worldwide. In the UK alone 2160 distance learning programmes are available to anyone willing to learn.
Distance learning is a way of remotely learning without the need of regular face-to-face contact with the teacher/lecturer, this form of learning has its roots in correspondence courses.
Distance learning is conducted through the broadcasting of lectures, tutorials or seminars using different modes of media.
* More than 270,000 undergraduate students are taking their first degrees via distance learning, together with some 108,000 postgraduate students.
* In recent years the advent of the internet and widespread use of the computer has led to a huge growth in distantly delivered tuition and study. Computer programmes such as Skype or Webinars are aiding distance learning immensely.
The majority of UK undergraduate students, choosing a distance learning degree, study with the Open University (although many universities offer distance learning programmes).
At undergraduate level distance learning means that the student engages with the learning materials in their own home or while at work.
* These materials are produced by the university, college or learning provider and are either sent directly to the student or more usually today accessed via the internet.
* Tutorial support is provided via a virtual learning environment, telephone, email or other electronic means.
* There may be occasional face-to-face encounters with tutors and attendance at week-long summer schools.<ref name=":0" />
Knowledge Networks
Knowledge networks represent a method for those learning in higher education to share knowledge through social networked learning. Knowledge networks in higher education can employ online networks from which to leverage knowledge. Latour (1999) defines knowledge networks as sociomaterial enactments that perform knowledge as well as activity. Students therefore via knowledge networks are presented with a vehicle to encounter knowledge and engage in knowledge-making processes. Knowledge networks view knowledge as not the attribute of any one individual or body but as effect that comes into being through the connections and webs of social relations often facilitated by digital infrastructures and electronic means.
Two key concepts are closely linked with knowledge networks in higher education, the notion of networks of practice and networked learning. Networks of practice enable learners to come together in an informal knowledge network maintain and facilitate social learning between institutions and members of these institutions. Where learners promote knowledge acquisition through social interactions.
Networked learning is similar in that people develop connections with others through social communication to help support one another learning. Such learning embraces a relation stance to knowledge generation and sharing. For educational institutions networked learning can provide an informal learning portal for learners with similar interests in different institutions.
An example of social networked learning in Higher Education is Cloudworks. The online resource of Cloudworks is a networking site that aims to foster new forms of social and participatory practices to enhance academic practice. Research on the web platform Cloudworks has identified 8 ways in which the site is being used by academics. These are: Events, Debates, Open Reviews, Resource Aggregation, Courses, Reading Circles, Learning
Design and Consultation. The website essentially resembles a knowledge network for improved learning and teaching, and is participated not at a local level but more generally at a multi-institutional level.
Forums and Discussion Groups
Self-directed learning
Self-Directed learning (SDL) is the process where students have to take the initiative to pursue a learning experience. They have to take responsibility and be accountable for defining their own learning and carry it through to its conclusion. The learner is the driving force behind the studies and they should be self-motivated.
To enable a global learning environment and promote SDL, the academic institutions have to build a learning environment that will motivate students and give them direction when required. E-learning is a valuable tool in this learning and staff should be available to consult and serve as advisors.
As well as global distance learning, SDL is important in modules where students have to carry out literature reviews. In the chosen subject area they have to work on their own to complete the task which will involve searching online resources such as PubMed for information, then putting it all together in a review. This method of studying can encourage a deep approach to learning. Students need to have the ability to access appropriate resources which they should critically appraise.
For students, SDL is a necessary skill as lecturers will not always be around to answer questions and once they graduate they will have to keep abreast of the current changes in their chosen area of employment. In some career paths, such as medicine, it is imperative that they be life long learners. There are a number of benefits associated with SDL which include increased acquired knowledge retention, enhanced curiosity and enthusiasm.
Recommended reading:
Hammond, M. and Collins, R. (1991). Self-directed learning: Critical practice. London: Kogan Page Limited.

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