The internationalization of education policy in higher education is a significant force affecting universities in the Western world today (Knight, 2015; Surcock and Scmidt, 2010). Higher education (HE) challenges are to redefine internationalization and provide innovative student international exchange opportunities in terms of an extension of a home grounds dynamic distance experience across national borders (Knight, 2015). Information and Communication Technology (ICT) e-learning strategies are a key element in today's HE, changing teaching and learning in various ways (Salmon, 2004). We aim to describe a case in practice of ‘collaborative and transformative learning’ in relation to ‘internationalization on home grounds. Students' reflection concerning their experiences participating in the learning activity and community, between two faculties and students from two research universities are in focus. Including a specific learning content; the selection of interactive technology that emphasized ‘e-learning’ and facilitated both faculty and student sessions; pedagogical questions about transformative learning (TL) in a collaborative form; leading to a broader sense of understanding. We argue that, given the modern access to meaningful ICT solutions/facilities, collaborative learning as a form supported by the idea of transformative learning – can occur anywhere. We turn to Biesta's (2012) communities of learning and Matusov et al. (2013) notion of ontological community of learners emphasizing both the relational engagement, in our case in addition to a wider international context, as well as situated processes, in our case students' knowledge in relation to respective curriculum objectives (writing reports) as well as variation in individual experiences as discussed in their virtual meetings. The motivation for interacting with others is of genuine interest as is a primary curiosity for expanding one's understanding and knowledge while striving/wanting to become a part of an internationalised world (Taylor et al., 2012; Mesirow, 2003; Illeris, 2014). We conclude by arguing in favor of why collaboration cross countries and universities likely facilitates student learning and meaning-making by broadening the students' horizon and increasing their knowledge and ability to integrate several perspectives in their reasoning. The ‘making and doing’ in terms of internationalization on home grounds needs to be developed, along with negotiation and meaning-making approaches through student-focused activities, showing that learning involves finding novel ways to develop and design for a future HE system that opens up dialogues between students and faculties in an integrated form - avoiding the pitfall of systemic drivers of standardization and lack of margins for negotiations of differences.

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