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Digital Communication and Transnational Learning in the 21st Century: An Overview of Its Benefits and Challenges

Author

Listed:
  • Ben Odeba

    (Directorate of Academic Planning, Bingham University, Karu, Nasarawa State, Nigeria)

  • Misal Daburi Bello

    (Directorate of Public Affairs, Bingham University, Karu, Nasarawa State, Nigeria)

  • Lynda Onah

    (Department 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.

Suggested Citation

  • Ben Odeba & Misal Daburi Bello & Lynda Onah, 2022. "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, International Journal of Research and Innovation in Social Science (IJRISS), vol. 6(02), pages 61-67, February.
  • Handle: RePEc:bcp:journl:v:06:y:2022:i:02:p:61-67
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    References listed on IDEAS

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    1. Richard L. Daft & Robert H. Lengel, 1986. "Organizational Information Requirements, Media Richness and Structural Design," Management Science, INFORMS, vol. 32(5), pages 554-571, May.
    2. Anthony Igyuve, PhD & Ben Odeba & Daburi Bello Misal, 2021. "Assessment of the Effectiveness of Online Lectures by Bingham University during the Covid-19 Lockdown in Nigeria," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 5(7), pages 158-165, July.
    3. Anthony Igyuve, PhD & Ben Odeba & Daburi Bello Misal, 2021. "Assessment of the Effectiveness of Online Lectures by Bingham University during the Covid-19 Lockdown in Nigeria," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 5(07), pages 158-165, July.
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