ABSTRACT
The reaction of many people to the notion of global education is resigned exasperation, querying whether we really need yet another revolution in the teaching/learning paradigm. The spectre of people dotted in continents here and there around the world studying the same Physics 101 course does not conjure up the image of a high quality learning environment comparable to the cosy picture of student-led seminars, heads bent over books in library carrels, passionate arguments in late night coffee houses, and brilliant lecturers spellbinding young undergraduates. Why is global education then such a burgeoning phenomenon? Are we being driven to this by non-educational pressures, or are we expanding in this direction because it offers educational benefits? And who is it that is leading the pack?
