Edith Cowan University
Centre of Learning and Development
If you are struggling at all whilst teaching offshore,
talk to someone. Contact your supervisor in
Australia, or your ECUI liaison person.
Teaching Offshore
When we teach offshore, we represent ECU,
showing the quality of ECU education to the world.
We take ECU into the global education arena. We
can potentially establish strong long-term cultural,
social and economic ties with people in other
countries and cultures.
However, in achieving these goals, we may be
personally and professionally challenged as we are
confronted with different traditions, expectations
and our own abilities to respond to the unexpected.
Visit Model
The ECU unit coordinator or another assigned
lecturer travels to the partner campus during the
semester and facilitate lectures and/or tutorials to
the enrolled students usually in an intensive
program. The ECU unit coordinator then returns to
ECU and the students are guided by a local
lecturer/tutor who provides the tutorials across the
semester and marks the assignments.
Language Issues
Cross-cultural communication is essential when
teaching offshore. There can be many challenges
when trying to cross language barriers. To prevent
misunderstandings, consider these tips when
dealing with language issues:
 speak clearly;
 face students when addressing them;
 avoid colloquialisms, abbreviations and
Australian jargon;
 speak a little more slowly than usual;
 pause for note-taking and assist with notetaking by summarising; and
 encourage questions.
Students will be as nervous as you when first
starting out. If you work together, then you will
create a welcoming and supportive teaching and
learning environment.
Academic Integrity and Plagiarism
Culture Shock
While teaching offshore, you may experience
culture shock. You may not be aware of or label it
as culture shock. Some symptoms may include (but
are not limited to) irritability with the culture,
withdrawal and cultural stereotyping.
While these may not necessarily affect your
experiences as an offshore teacher, it is important
to ensure you are not suffering needlessly. Some of
the ways you can respond positively to feelings of
culture shock include:
 participate in social situations;
 keep in contact with your family and
friends;
 meet others in the same situation and
develop Australian friends offshore;
 exercise;
 be prepared for power failures, don’t rely
on computers, know your material well
enough to use only a board and chalk;
 get involved in the community; and
 be patient.
As a transnational teacher, it is your
responsibility to inform your students about the
Australian standard and ECU policy for
plagiarism. Some cultures do not have an
understanding of what we mean by plagiarism,
nor do they understand the consequences. So it
is your job to explain what it is, how to avoid it
and the consequences. Teaching the students
how to reference, how to paraphrase, and not
simply copy from sources will assist academic
integrity.
Lectures – the same or different?
In Australia, we generally have a certain style in
which we present lectures. This may not be as
effective when teaching offshore. By doing some
research about the place you are visiting, you may
be able to use local examples or case studies to
ensure students are actively engaged. Consider
using a visual approach when teaching. Diagrams,
illustrations and handouts of your lectures help to
get your point across. Summarise key points to
ensure the topic is covered and ask students to
summarise so you can check their understanding.
Teaching Offshore
Edith Cowan University
Centre of Learning and Development
Encouraging offshore students to be
actively engaged in learning activities
To make the asking and receiving of questions a
normal practice in your teaching room at the start
of a tutorial or lecture may help to start student
participation. Check students’ understanding
regularly e.g. “Please summarise what you have to
do in 3 words.” Using students’ names encourages
participation. Using name cards may be
appropriate.
While teaching offshore, you may encourage
students to know and actively listen to each other.
You may facilitate activities that use their
background as a learning tool as one method of
localising the content of the curriculum. You are
encouraged to use offshore students’ examples,
case studies and stories as a basis for discussion. To
encourage students to describe these examples by
participating in a group or class discussion may
seem a challenge and require special facilitation
skills.
Small group teaching strategies
Small group activities give insight into students’
level of understanding. However, it can be a big
shift for students to go from receiving information
from an expert to listening to others’ opinions and
giving their own. As their teacher, you need to
facilitate this shift, whilst assisting those with little
group experience to overcome their resistance.
Students may be reluctant to take on key roles
within the group. So you may need to appoint
certain roles e.g. leader, recorder, timekeeper,
summariser and reporter. Check in with how each
group is progressing, and address any problems
early. Take time to teach how to make group work
effective for all. Perseverance is the key. Students
will gain confidence over time.
Teaching checklist
The checklist below has been designed to assist unit
coordinators with planning and organising offshore
teaching.
ECU Unit Coordinator Offshore Teaching Checklist
This check list has been designed to assist staff in planning and organising offshore teaching.
Activity
Dates
Blackboard site established for offshore students
Blackboard site established for offshore staff
Initial communication with offshore lecturer to discuss unit
Offshore lecturer localised unit materials
Communication with offshore lecturer to discuss marking of assessment 1
Review marks for assessment 1
Moderation feedback from Assessment 1 provided to offshore teacher
Discuss examination details with offshore teacher, localised content
Plan offshore visit dates
Plan offshore visit activities
Organise travel arrangements (travel approval, flights, hotel, visa, vaccine)
Review country specific details from ECUI
Mark all examination papers
Complete and submit Marks Recording Spreadsheet
Complete the online Unit Moderation Report (system will send the report directly to
partner administrative contact)
Discuss UTEI outcomes with offshore teacher
Include issues in Unit Report details for Course Coordinator
Teaching Offshore
Completed