Registro de acceso restringido Este recurso no está disponible en acceso abierto por política de la editorial. No obstante, se puede acceder al texto completo desde la Universitat Jaume I o si el usuario cuenta con suscripción. Registre d'accés restringit Aquest recurs no està disponible en accés obert per política de l'editorial. No obstant això, es pot accedir al text complet des de la Universitat Jaume I o si l'usuari compta amb subscripció. Restricted access item This item isn't open access because of publisher's policy. The full--text version is only available from Jaume I University or if the user has a running suscription to the publisher's contents.

Registro de acceso restringido Este recurso no está disponible en acceso abierto por política de la editorial. No obstante, se puede acceder al texto completo desde la Universitat Jaume I o si el usuario cuenta con suscripción. Registre d'accés restringit Aquest recurs no està disponible en accés obert per política de l'editorial. No obstant això, es pot accedir al text complet des de la Universitat Jaume I o si l'usuari compta amb subscripció. Restricted access item This item isn't open access because of publisher's policy. The full--text version is only available from Jaume I University or if the user has a running suscription to the publisher's contents.

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The COVID-19 pandemic posed challenges, including travel restrictions that limited opportunities for student exchange. One solution to promote intercultural learning amongst students in different countries was COIL. This chapter presents a collaborative online international learning (COIL) case study that engaged students from Canada and Spain in an intercultural learning experience. Professors worked collaboratively to design a five-week program of co-instruction within their higher education course schedules. Using technology and a combination of asynchronous and synchronous opportunities, students engaged in the course content and learned about their unique cultural applications and perspectives in relation to the content as they engaged in activities via cross-cultural teams. Administrators, students, and faculty found the benefits far outweigh the improvements needed. This chapter shares the details of this experience from administrative, faculty, and student perspectives.

The present study aims to develop and validate a measurement scale for investigating the principle of intercooperation, in order to provide researchers in the field of cooperativism with a valid and reliable measure. To this end, four main steps were followed: conceptual mastery, theoretical validation, semantic validation, and statistical validation. First, a preliminary scale was developed based on a literature review and interviews with 20 representatives of cooperatives and representative organizations. Later, the evaluation was carried out by eight academic judges and analyzed using the Content Validity Coefficient. A pre‐test was then carried out with subjects from the population, and subsequently the scale was applied to a sample of 213 cooperatives. Finally, factor analysis was performed with the aim of evaluating convergent and factorial validity as well as individual and construct reliability. Thus, it is proposed that the principle of intercooperation be measured by two different scales. The first, called “Horizontal Intercooperation”, presented a Composite Reliability equal to 0.81 and Average Variance Extracted equal to 0.68. The second, called “Vertical Intercooperation”, presented a Composite Reliability equal to 0.96 and Average Variance Extracted equal to 0.69. After the analyses, the proposed intercooperation scales showed signs of validity and reliability.

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editorial miembro de la une, cosa que garantiza la difusión y comercialización de las obras en los ámbitos nacional e internacional. www.une.es.