Factors Enabling and Constraining Students' Collaborative Online International Learning Experiences

Autor/in	Vahed, Anisa
Titel	Factors Enabling and Constraining Students' Collaborative Online International Learning Experiences
Quelle	In: Learning Environments Research, 25 (2022) 3, S.895-915 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vahed, Anisa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1387-1579
DOI	10.1007/s10984-021-09390-x
Schlagwörter	Cooperative Learning; International Cooperation; Team Teaching; Higher Education; Community Colleges; Foreign Countries; Student Projects; Cultural Awareness; Educational Technology; Technology Uses in Education; Student Attitudes; Dentistry; Student Behavior; Online Courses; Barriers; South Africa; New York + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Internationale Kooperation; Internationale Zusammenarbeit; Teamteaching; Hochschulbildung; Hochschulsystem; Hochschulwesen; Community college; Community College; Ausland; Schulprojekt; Cultural identity; Kulturelle Identität; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schülerverhalten; Zahnmedizin; Student behaviour; Online course; Online-Kurs; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The Collaborative Online International Learning (COIL) Virtual Exchange Project (VEP) emerged as a pedagogically-innovative and low-cost initiative to internationalise the curriculum and create team-taught coursework that links university classes in different countries. A COIL-VEP was formed between Durban University of Technology (DUT) in South Africa and Nassau Community College (NCC) in New York. The project entailed understanding business applications in developing a prototype to reduce material wastage in dental laboratories. In conjunction with acquiring discipline-specific knowledge, students had the opportunity to develop cross-cultural awareness and to use various technology-mediated tools. The aim of this study was to elicit students' opinions and experiences related to a COIL-VEP. A quantitative and cross-sectional research design following a positivist paradigm was used. The 2018 second-year Dental Technology students (n = 14) from DUT and the Business Management students (n = 21) from NCC participated in the study. An anonymised and descriptive questionnaire was used to collect data, which were analysed using descriptive and inferential statistics. Positive results encompassed five categories, namely: project introduction and preparation; cultural and diversity competence; impacts on personal behaviour; quality of learning; and overall experience and course quality. Although COIL is a nuanced teaching and learning paradigm, collaborative online learning is impeded by inadequate pre-training on intercultural awareness, insufficient prior knowledge of discipline-specific content, and the exclusion of a gradable component. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01