ABSTRACT
Globally networked classrooms (GNCs) are well suited to prepare students for the complexities of globalization. This chapter describes courses using the continuum of engagement used to structure learning experiences and considers the critical factors and challenges involved in developing a global classroom for intercultural learning. In GNCs where intercultural learning is a desirable goal, educators need to make pedagogical choices that nurture intercultural understanding. Collaborative teaching requires sharing pedagogical decisions such as determining course outcomes and developing student assignments. Course activities in globally networked classrooms are described along a continuum from cross-cultural exchanges to intercultural collaboration. Initially, The Global Village (TGV) instructors assumed that synchronous, face-to-face communication with tools like Skype or Google Hangouts provided the best opportunity for intercultural collaboration. Additional research on how courses like TGV can enhance ethical sensitivity and develop intercultural collaboration is needed, so that students develop both the insights and the motivation to tackle global challenges.
