**Author details**

Susan L. Renes

study, Leppisaari and Lee stated that the collaboration showed the possibilities of "cyber space

Colleges and universities hoping to increase diversity in both the face-to-face and E-learning classroom have entered in to agreements with developing countries that have a need for postsecondary education, resulting in networks of international education [61, 62]. These networks can result in aid for developing nations and academic publications and other academic acknowledgements for the faculty. Successful frameworks are now available and

With the new opportunities now available for international collaboration come new caveats. When a classroom has an international community, the instruction coming from one culture might not follow the norms of the other students' cultures [66, 67] and questions asked from a western viewpoint might not be relevant to students living elsewhere [68]. Differen‐ ces in communication styles and differences in teaching styles, both heavily influenced by the culture of the teacher and the student, make pedagogical sensitivity essential [69]. Part of this sensitivity includes an understanding of electronic colonialism [70], which means imposing western values on students from non-western cultures in E-Learning environ‐ ments. Leppisaari and Lee [65] point out that while international learning communities develop around common interests, the pedagogy often has not caught up with the technology. Organization, continuous technical support, time allotted for development of the structure of the collaboration, and time allotted to develop trust between the collabora‐

The development of successful online collaborations requires that each group of collaborators understand their goals, hopes, fears, the time commitment involved in setting up and actually collaborating, and their beliefs about what will occur in the collaboration [71]. International collaboration can be a dynamic experience when there is sufficient planning and understand‐ ing among all the parties involved [68]. When teaching critical thinking skills and creative problem solving, it is essential that students examine situations from a variety of perspectives, and international collaborations in E-learning offer this environment. Mitroff and Linestone [72] stated, "because of long and arduous years involved in mastering a particular discipline, the academic/professional mind easily becomes the prisoner of a particular way of viewing

Information communication technology has increased the number of ways students and instructors interact with each other, the location of students who do the interacting, and the types of learning and student communities that can develop. The UDL principles that assist students with disabilities were found to improve the learning environment for all students. When working with rural students, understanding the digital divide and addressing these barriers will further increase their access to higher education. Understanding higher education as it relates to recruitment and rank in the military and understanding the military culture will

pedagogy" (p. 244).

the world" (p.34).

**7. Conclusion**

describe how to develop successful collaborations.

354 E-Learning - Instructional Design, Organizational Strategy and Management

tors are all key to successful collaborations [62, 63, 68].

Address all correspondence to: slrenes@alaska.edu

School of Education, University of Alaska Fairbanks, Alaska
