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Article
Publication date: 15 April 2020

William T. “Toby” Holmes

328

Abstract

Details

Development and Learning in Organizations: An International Journal, vol. 34 no. 2
Type: Research Article
ISSN: 1477-7282

Open Access
Article
Publication date: 12 December 2023

Cristina A. Huertas-Abril and Francisco Javier Palacios-Hidalgo

Considering the potential of Collaborative International Online Learning (COIL) for cross-boundaries interacting and collaborating effectively, this study aims to explore the…

Abstract

Purpose

Considering the potential of Collaborative International Online Learning (COIL) for cross-boundaries interacting and collaborating effectively, this study aims to explore the intercultural awareness of pre-service language teachers after participating in a COIL project.

Design/methodology/approach

Following a quantitative research approach and an exploratory cross-sectional method, the authors administered a 13-item questionnaire to unveil the perceptions of 64 future language teachers from Spain after their online experience with counterparts from the USA.

Findings

Participants consider that COIL may have enhanced their intercultural and global awareness and equipped them with valuable skills and knowledge for the future, being women more positive than men. Moreover, the results also suggest that those participants who have not traveled abroad consider COIL to be a good opportunity to compensate for the lack of knowledge or experience with other cultures resulting from not having had the opportunity to visit other countries.

Practical implications

COIL needs to be seen as a powerful tool to promote global learning, intercultural understanding and the development of skills among students that will be vital for success in today’s interconnected world. Nevertheless, universities and teacher training centers need to rethink the preparation of future teachers for the increasing demands to prepare students for the requirements of the global world, and to do so, they need to consider that COIL may offer them significant benefits.

Originality/value

This work offers an interesting exploration of teachers’ attitudes toward COIL, providing insights into the potential of online collaboration for developing intercultural awareness.

Details

Journal for Multicultural Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2053-535X

Keywords

Content available
Book part
Publication date: 16 August 2021

Abstract

Details

Intercultural Management in Practice
Type: Book
ISBN: 978-1-83982-827-0

Content available
Book part
Publication date: 16 August 2021

Abstract

Details

Intercultural Management in Practice
Type: Book
ISBN: 978-1-83982-827-0

Abstract

Details

Qualitative Research Journal, vol. 24 no. 2
Type: Research Article
ISSN: 1443-9883

Content available
Book part
Publication date: 27 June 2023

Abstract

Details

Internationalization and Imprints of the Pandemic on Higher Education Worldwide
Type: Book
ISBN: 978-1-83753-560-6

Open Access
Article
Publication date: 9 December 2022

José-María Romero-Rodríguez, María Soledad Ramirez-Montoya, Leonardo David Glasserman-Morales and Magdalena Ramos Navas-Parejo

The aim of this paper was to analyse the creative competence of students before and after a micro-learning experience carried out in a collaborative online international learning…

1305

Abstract

Purpose

The aim of this paper was to analyse the creative competence of students before and after a micro-learning experience carried out in a collaborative online international learning (COIL) environment between Spanish and Mexican university students in the field of education and entrepreneurship.

Design/methodology/approach

A single-group quasi-experimental design with pre-test and post-test measures was adopted. The composition of the group was natural and included a total of 57 students who participated in the COIL experience. The duration was three weeks, where students from both countries were linked together in the development of a micro-learning project. The creativity self-efficacy scale was used as a data collection instrument.

Findings

The micro-learning activities through COIL developed the creative competence of the participating students. In particular, the groups from both universities improved their scores on the creative competence in the post-test compared to the pre-test measure.

Research limitations/implications

The limitations of this study were linked to the sample loss of some cases, as some students did not complete the post-test measure. The main implication of the study was to demonstrate that COIL experiences are suitable for developing certain skills in students, such as creative competence or co-operative work.

Originality/value

COIL experiences break down the barriers of physical space and give students an active role, allowing them to fully develop competences and offering an intercultural perspective, which encourages open-mindedness and understanding of the world.

Details

Education + Training, vol. 65 no. 2
Type: Research Article
ISSN: 0040-0912

Keywords

Content available
Book part
Publication date: 15 May 2023

Abstract

Details

Pandemic Pedagogy: Preparedness in Uncertain Times
Type: Book
ISBN: 978-1-80071-470-0

Open Access
Article
Publication date: 28 September 2021

Scott Strachan, Louise Logan, Debra Willison, Rod Bain, Jennifer Roberts, Iain Mitchell and Roddy Yarr

As higher education institutions (HEIs) have increasingly turned to consider sustainability over the last decade, education for sustainable development (ESD) has emerged as a way…

Abstract

As higher education institutions (HEIs) have increasingly turned to consider sustainability over the last decade, education for sustainable development (ESD) has emerged as a way of imbuing students with the skills, values, knowledge, and attributes to live, work, and create change in societies facing complex and cross-cutting sustainability challenges. However, the question of how HEIs can actively embed ESD more broadly in and across curricula is one that continues to challenge institutions and the HE sector as a whole. While traditional teaching practices and methods associated with subject-based learning may be suitable for educating students about sustainable development, a re-orientation towards more transformational, experiential and action-oriented methods is required to educate for sustainable development. The need for educators to share their practices and learn lessons from each other is essential in this transformation.

This paper presents a selection of practical examples of how to embed a range of interactive, exploratory, action-oriented, problem-based, experiential and transformative ESD offerings into HE teaching practice and curricula. Presented by a group of academics and professional services staff at the University of Strathclyde who lead key modules and programmes in the institution’s ESD provision, this paper reflects on five approaches taken across the four faculties at Strathclyde (Humanities and Social Sciences, Science, Engineering and the Strathclyde Business School) and examines the challenges, practicalities and opportunities involved in establishing a collaborative programme of ESD.

Content available
Book part
Publication date: 24 January 2022

Abstract

Details

The Study and Practice of Global Leadership
Type: Book
ISBN: 978-1-83867-617-9

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