Influences of academic culture in Collaborative Online International Learning (COIL): Differences in Mexican and U.S. students' reported experiences
Influences of academic culture in Collaborative Online International Learning (COIL): Differences in Mexican and U.S. students' reported experiences
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学术文化对在线国际协作学习（COIL）的影响：墨西哥和美国学生报告经历的差异
DOI：
10.1111/flan.12485
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发表时间：
2020
影响因子：
2.7
通讯作者：
Carmen King Ramírez
中科院分区：
文献类型：
--
作者：
Carmen King Ramírez
协作在线国际学习（COIL）是一种为国际学术交流提供框架的教育模式。虽然COIL项目概述了学术合作伙伴关系的一些最佳实践，但仍有几个项目开发领域，参与的教师必须做出影响学术事业成功的重要决定。也许国际学术交流中最重要但又经常被忽视的一个方面是对学术文化实践差异的考虑。目前的文章详细介绍了一个COIL项目，其中两国教师和学生共享一个学期的课程。在课程结束时，两组学生报告了他们的经历的巨大差异。为了解释学生的不同观点，作者研究了学生报告的学术氛围，以及在COIL项目中实施的学术实践如何影响课程的整体成功。
Collaborative Online International Learning (COIL) is an education model that provides a framework for international academic exchanges. Though COIL projects outline some best practices for academic partnerships, there are still several areas of project development in which participating faculty must make important decisions that affect the success of the academic venture. Perhaps one of the most important, yet frequently overlooked, aspects of international academic exchanges are the considerations made for differences in academic cultural practices. The current article details a COIL project in which binational faculty and students shared a semester‐long course. At the conclusion of the course, the two student groups reported vast differences in their experiences. In an effort to explain students' divergent perspectives, the author examines the academic climate reported by students and how academic practices implemented in the COIL project affected the overall success of the course.