Digital Communication And Transnational Learning In The 21st Century: An Overview Of Its Benefits And Challenges.

International Journal of Research and Innovation in Social Science (IJRISS) | Volume VI, Issue II, February 2022 | ISSN 2454–6186

Digital Communication And Transnational Learning In The 21st Century: An Overview Of Its Benefits And Challenges.

Ben Odeba¹, Misal Daburi Bello² and Lynda Onah^3
1Directorate of Academic Planning, Bingham University, Karu, Nasarawa State, Nigeria
²Directorate of Public Affairs, Bingham University, Karu, Nasarawa State, Nigeria
³Department of Mass Communication, Olabisi Onabanjo University, Ago-Iwoye, Ogun State Nigeria.

Abstract
More than ever before, NOW is the right time for digital communication and transnational learning to be embraced by all. This paper analytically reviewed the use of digital communication and transnational learning in the 21st Century for transformative, evolving and mutually beneficial digital relations among institutions of higher learning. The study is anchored on the media richness Theory of computer mediated communication (CMC). Major findings show that although the use of digital communication for transnational learning is challenging, its benefits are enormous which include among others being smarter, faster and cheaper means of organizing a “globalized classroom” for educational development. The intending institutions should do the needful by way of deliberate efforts in putting all the modalities in place for its success. They should also include flexibility, initiative, social skills, productivity and leadership skills. The qualities of leading a positive adventurous life, resilience, creative problem-solving possessing unbridled freedom, tenacity of purpose, following one’s natural curiosity and proclivity should be the hallmarks of the 21st century teaching and digital media communication. It has been observed that many teachers in the 21st century education are quite slow in updating themselves with the latest technologies and techniques of communication and teaching while some others do not see the need to undergo training in the use of technology for 21st century communication, teaching and learning particularly for a trinational learning. Some universities, especially in Africa vis-à-vis Nigeria are doing little or nothing to key into this exciting and rewarding form of communication and learning in the globalized society. Every university that intends to embark on digital communication and transnational learning should have a differentiator, value-added proposition or flagship point and work assiduously to improve and sustain it.

Key Words: Digital Communication, Transnational Learning, 21st Century, Globalized Classroom, COVID-19

Introduction

Learning is a lifelong exercise and it is constantly evolving as a result of innovation in digital media technology. Transnational learning on the other hand is transformative in nature and it is greatly orchestrated by digital media communication technology. Communication across borders enabled by information and communication technology has made the world not only a globalized village – one community, but also a “globalized classroom”. Therefore, the international mobility of students and teachers is one of the well-established features of digital communication (communication without borders) in the twenty first century, and the internationalization of institutions and courses are on a large scale. The global demand for international learning in the 21st century has been increasing dramatically in the last few decades, particularly as a result of the outbreak of COVID-19 pandemic; and this trend calls for reawakening, or what can be described as ‘a clarion call for “digital communication and educational renaissance’ by all ivory towers of learning. Since the outbreak of COVID-19 which demands some level of social and physical distancing to curb the spread of the deadly virus which has claimed millions of lives globally, the need to adopt digital media for communication cannot be overstressed. (WHO, 2020), (UNESCO, 2013, Faulkner and Latham, 2016), (Fullan, 1994).
This phenomenon has become more realistic and novel than ever before in the annal of communication and educational development globally. The reason for its growth is driven by the craving for increased numbers of workers with skills which are needed in the international economy. Research has shown that transnational learning is the most lucrative way to train such workers in the twenty first century. This is because it opens new prospects which expands university enrolment of students in Africa, America, Asia, Europe and other nations of the world. (Fullan, 1994).

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