ABSTRACT
Constructivist teaching has been regarded as an ideal form of education and the 'next important step in education reform'. This chapter embraces globally networked learning (GNL) as a means through which faculty members could increase the breadth and depth of their curriculum by targeting both higher-level learning goals and goals within various domains. From a constructivist perspective, learning can develop along two paths: through individual cognition and through interaction with peers and instructors. Grounded in constructivist theory and a combination of cognitive and social approaches, the chapter provides an example of effective experiential learning, and highlights myriad benefits of this approach related to intercultural and communicative competence. Teaching courses in intercultural communication can be challenging, especially for faculty at homogeneous institutions where national, linguistic, and ethnic diversity is minimal, as was the case for the partnering institutions. Many other strategies such as collaboration, strategic team arrangement, could also serve as valuable tools for educators to target higher-level learning outcomes.
