Using distance education to internationalize library and information science scholarship

Library and information science educators have long sought to internationalize scholarship to enrich the quality of educational programs and professional practice. But many obstacles restrict the size and growth of traditional international education efforts, particularly in developing countries. This article presents a case study that uses emerging distance education techniques to deliver a graduate course on knowledge management in The Peoples' Republic of China and the United States. Sponsored by the U. S. Fulbright program, this demonstration project blends learning technologies, using Web-based WebCT software, videoconferencing, personal contacts and readings to create an international, virtual learning space. The article describes how faculty and students achieved the three course goals: (1) learning to learn internationally, (2) bilateral communication and (3) knowledge management. Findings and recommendations support the following conclusions: using active learning pedagogies that engage the students in the learning process; applying multiple technologies that can be supported internationally; maximizing the use of two-way, asynchronous and synchronous communication to encourage individual and group learning; and focusing on broad, interdisciplinary content to facilitate participation in international learning environments.