A theoretical perspective of an e-diplomacy maturity framework

Diplomacy forms the basis of interaction for countries throughout the globe, while propelling cordial international relations in a wide array of socio-cultural and political. This research outlines an innovative conceptual structure for examining the maturity and feasibility of e-diplomacy. The proposed e-diplomacy maturity framework is a derivative of literary analysis on e-government maturity model, ICT growth of stage theories, coupled with theoretical information and practical features of diplomacy. The e-diplomacy maturity model constitutes variables like the degree of complexity and level of interactivity. Integration of the two variables results in varying phases of the framework. Challenges implicated in the e-diplomacy maturity framework include: sensitivity hence discretionary nature of diplomatic elements, setbacks in organizational structure, and communication impediments on the part of diplomats, as well as, politico-economic concerns and socio-cultural tendencies of various parties

Blended Learning in Teacher Education

This chapter acknowledges that there is sparse literature to consult about the pedagogical and empirical foundations of blended learning in teacher preparation programs because this field is in its infancy. This chapter will first define blended learning, identify the challenges in teacher preparation programs and indicate how blended-learning approaches will assist teacher educators to meet long-standing and newly emerged challenges, and help future teachers to be reflective practitioners, better problem-solvers, and critical thinkers. This chapter also will discuss pedagogical values of blended learning and factors affecting blended learning course designs, and then showcase best practices using blended learning in order to show the effectiveness of blended learning approaches in teacher education. Lastly, this chapter will discuss considerations when blending teacher education courses