Collaborative Online International Learning (COIL): Preparedness and experiences of South African students

• Ashika Naicker ^[1]
  1. [1] University of Technology

     University of Technology

     Rusia

     
• Localización: Innovations in education and teaching international, ISSN 1470-3297, Vol. 59, Nº 5, 2022, págs. 499-510
• Idioma: inglés
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• Resumen

  • 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.