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
