ABSTRACT
Globalization has entered a new growth stage, affecting the social economy, politics, and culture profoundly, forcing undergoing significant changes in the national pattern of students’ global mobility networks. With the expansion of growing economies and developing countries, the structure of “central-semi-marginal” countries is becoming more apparent. A new national pattern of global student mobility networks coexisting with centers and multi-poles is progressively shaping. In an era of globalization characterized by network information and communication technology, distant online education supports students’ transnational learning, ultimately facilitates international education, and expands students’ global learning participation options. It will serve as a new development model for future international higher education mobility practices. From a realistic perspective on education internationalization, this chapter will discuss the connotation and characteristics of distance internationalization, the third type of higher education internationalization after ‘foreign internationalization’ and “domestic internationalization”. We aim to propose critical points for future reforms in organizational/institutional planning, intercultural teaching and evaluation, technological level, and teacher development.
