Factors enabling and constraining students’ collaborative online international learning experiences
Factors enabling and constraining students’ collaborative online international learning experiences
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促进和限制学生在线协作国际学习体验的因素
DOI：
10.1007/s10984-021-09390-x
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发表时间：
2021
影响因子：
2.9
通讯作者：
A. Vahed
中科院分区：
文献类型：
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作者：
A. Vahed
合作在线国际学习(COIL)虚拟交流项目(VEP)是一项教学创新和低成本的倡议，旨在使课程国际化，并创建将不同国家的大学课堂联系起来的团队授课课程。南非德班科技大学(DUT)和纽约拿骚社区学院(NCC)之间成立了COIL-VEP。该项目需要了解在开发原型以减少牙科实验室材料浪费方面的商业应用。在获得特定学科知识的同时，学生们有机会培养跨文化意识，并使用各种技术中介工具。这项研究的目的是引出学生对线圈视觉诱发电位的看法和经验。研究采用定量和横断面研究设计，遵循实证主义范式。来自都柏林理工大学的2018名口腔科技二年级学生(n = 14名)和北卡罗来纳大学的工商管理专业学生(n = 21名)参与了这项研究。使用匿名和描述性问卷收集数据，并使用描述性和推论统计对其进行分析。积极成果包括五类，即：项目引进和准备；文化和多样性能力；对个人行为的影响；学习质量；以及总体经验和课程质量。尽管COIL是一种细致入微的教学模式，但协作在线学习因跨文化意识的前期培训不足、对特定学科内容的先验知识不足以及排除可分级部分而受到阻碍。
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.