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Crossing Borders: Virtual Learning on the U.S.-Mexico Border

机译：过境边界：美国 - 墨西哥边境的虚拟学习

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摘要

This paper suggests that the increased prevalence of eLearning across universities worldwide in response to the 2020 COVID-19 pandemic radically reshapes how university space is utilized. As a result, the manner in which place is conceptualized is also fluctuating. Universities near national borders have typically developed a multifaceted sense of place in order to contend with the challenges intrinsic to their locations. Using Texas A&M International University in Laredo, Texas as an example, this paper examines how borders can have both hybridizing and polarizing effects on community identities. Especially as eLearning offers the possibility for virtual distance learning, universities may have to operate more frequently across borders. Considering the challenges of eLearning to a university on the U.S.-Mexico border can offer points of reflection for universities worldwide that are increasingly going to be required to operate across borders. It ultimately argues that while the physical boundaries associated with borders are likely to be less problematic, the ideological constraints surrounding issues of the border are far more important to consider.
机译：本文认为，全世界跨越大学的普遍存在2020 Covid-19大流行的普遍存在Reshapapaply Reshapes如何利用大学空间。结果，概念化的方式也是波动的。国家边界附近的大学通常开发了一种多方面的地方感，以便与他们所在地点的内在的挑战争辩。德克萨斯州Laredo的德克萨斯A＆M国际大学为例，该论文研究了边界如何对社区身份杂交和偏振效应。特别是作为电子学习提供虚拟远程学习的可能性，大学可能必须在边界中更频繁地运营。考虑到美国墨西哥边境对大学的挑战，可以为全世界提供大学的思考，越来越需要跨越边界。它最终争辩说，虽然与边界相关的物理边界可能不太问题，但边界问题周围的思想思想对考虑更重要。

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