Collaborative Online International Learning (COIL): Preparedness and Experiences of South African Students

Autor/inn/en	Naicker, Ashika; Singh, Evonne; van Genugten, Tonnie
Titel	Collaborative Online International Learning (COIL): Preparedness and Experiences of South African Students
Quelle	In: Innovations in Education and Teaching International, 59 (2022) 5, S.499-510 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Naicker, Ashika)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2021.1895867
Schlagwörter	Cooperative Learning; Online Courses; International Education; Student Diversity; Student Attitudes; College Preparation; Intercultural Communication; Barriers; Student Adjustment; Cultural Awareness; Cultural Differences; Technological Literacy; Self Efficacy; Undergraduate Students; Academic Ability; Foreign Countries; Educational Experience; Institutional Cooperation; Course Descriptions; Nutrition Instruction; Family and Consumer Sciences; Computer Mediated Communication; Achievement Tests; International Assessment; Peer Relationship; English (Second Language); Second Language Learning; Language of Instruction; South Africa (Durban); Netherlands; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Online course; Online-Kurs; Internationale Erziehung; Schülerverhalten; Interkulturelle Kommunikation; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Cultural identity; Kulturelle Identität; Kultureller Unterschied; Technisches Wissen; Self-efficacy; Selbstwirksamkeit; Ausland; Bildungserfahrung; Institute; Co-operation; Cooperation; Institut; Kooperation; Kursstrukturplan; Nutrition education; Ernährungserziehung; Computerkonferenz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Peer-Beziehungen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching language; Unterrichtssprache; Niederlande
Abstract	With the increasing inclusion of international, intercultural and global dimensions in university curricula, the global classroom brings new challenges and potential opportunities among culturally diverse students. Using a mixed-methods approach, this study assessed students' preparedness and experiences of a COIL course among South African students. A global competency questionnaire was used to assess students' preparedness for internationalisation. Focus group discussions were conducted to determine barriers and enablers of students' experiences. Pre-COIL, students expressed difficulty in adapting to new situations (p < 0.001). However, post-COIL, students were more open to learning about other cultures different religions and traditions (p < 0.00). Key barriers of student experiences included technological challenges, language, and partner dynamics while key enablers were a structured course outline, student's openness to COIL and increased academic self-efficacy. Keeping the focus on the student central to COIL, an effective learning system can be intentionally developed, giving students a study abroad experience without leaving home. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01