Enhancing independent learning in a transnational environment

In recent times there has been increased attention and concern for the need to inculcate the concept of independent learning in higher education institutions (HEI) (Abeyrathne and Ekanayeke, 2019; Ferris, 2021; Samah et al., 2021). According to Hockings et al. (2018), in the United Kingdom (UK) independent learning has now become a cornerstone in higher education because of the ‘massification’ of higher education. However, according to Learsk (2008) there are both opportunities and challenges that emerge in a transnational educational setting due to the intercultural engagements. These challenges and opportunities therefore determine the success of a curriculum in the TNE environment. In Ghana for instance, though the educational sector has seen some major reforms since 2004 advocating for a more learner-centred approach to teaching very little changes can be seen with respect to curriculum design and development as well as teaching practises that enhances independent learning (Acheampong, 2017). Enhancing independent learning in a Ghanaian TNE environment is therefore important because it is one of the major proponents of a learner-centred curriculum which provides students with a more interactive and engaging learning environment as compared to the usual Ghanaian teaching environment ultimately ensuring that these students have a access to quality education which is a major reason why some African students opt for TNE in their countries according to Owusu-Agyeman and Amoakohene, (2020). However, the pursuit of a leaner-centred environment in a TNE can present some challenges both for the teacher who might have had their entire educational journey in the Ghanaian context and is used to the transmission style as a learner and teacher which represented my personal challenge and the students who are used to a learning environment which is more teacher-centred therefore have never understood their role in enhancing their own learning experience. This paper aims to explore the factors that can enhance the concept of independent learning in a transnational environment focusing on effective feedback. References Abeyrathne, D. K., & Ekanayake, S. Y. (2019). The Role of Academic Libraries for Augmenting Self-Directed Learning in Higher Education. The Reference Librarian, 60(1), 14–28. https://doi.org/10.1080/02763877.2018.1530167 Akyeampong, K. (2017). Teacher Educators’ Practice and Vision of Good Teaching in Teacher Education Reform Context in Ghana. 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