Globally Networked Learning Environments: Reshaping the Intersections of Globalization and E-Learning in Higher Education

Stärke-Meyerring, Doreen

doi:10.2304/elea.2010.7.2.27

Cited by 17 publications

(7 citation statements)

References 21 publications

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“…Starke-Meyerring (2007) noted the difficulty of making students aware of their own cultural limitations regarding knowledge in conventional classroom instruction and stressed the benefits of experiential learning. Through engaging students in collaborative projects involving global classrooms, or GNLEs, instructors aim to impart cross-cultural competencies, which are skills necessary not only for their professional but also for their personal development, such as by reducing ethnocentrism and encouraging civil engagement (Starke-Meyerring, 2010a, 2010b. BUILDING INTERCULTURAL COMPETENCE ACROSS GLOBAL CLASSROOMS 4 This article describes such a collaborative project and discusses its effectivity in increasing intercultural sensitivity and intercultural communication competence based on findings from pre-and post-project surveys.…”

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confidence: 99%

“…Starke-Meyerring (2007)noted the difficulty of making students aware of their own cultural limitations regarding knowledge in conventional classroom instruction and stressed the benefits of experiential learning. Through engaging students in collaborative projects involving global classrooms, also known as Collaborative Online International Learning (COIL), instructors aim to impart cross-cultural competencies, which are skills necessary not only for their professional but also for their personal development, such as by reducing ethnocentrism and encouraging civil engagement (Starke-Meyerring, 2007,2010a,2010b).…”

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confidence: 99%

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Building Intercultural Competence Through Virtual Team Collaboration Across Global Classrooms

Swartz

Barbosa

Crawford

2019

Business and Professional Communication Quarterly

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By means of a cross-cultural virtual teams project involving classrooms in Scotland, Germany, and Portugal, students were exposed to the challenges of collaborating internationally with the intention of increasing their intercultural competency. Intercultural sensitivity and intercultural communication competency were measured using responses to surveys before and after the 6-week project. Students reported, among other aspects, a heightened awareness of the difficulties of intercultural communication. Despite a general appreciation of the project and its outcomes, negative results, such as an increased dislike of intercultural interaction, emerged. Contradictory results warrant further investigation with data from future collaborations.

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confidence: 99%

“…Starke-Meyerring (2007)noted the difficulty of making students aware of their own cultural limitations regarding knowledge in conventional classroom instruction and stressed the benefits of experiential learning. Through engaging students in collaborative projects involving global classrooms, also known as Collaborative Online International Learning (COIL), instructors aim to impart cross-cultural competencies, which are skills necessary not only for their professional but also for their personal development, such as by reducing ethnocentrism and encouraging civil engagement (Starke-Meyerring, 2007,2010a,2010b).…”

mentioning

confidence: 99%

Building Intercultural Competence Through Virtual Team Collaboration Across Global Classrooms

Swartz

Barbosa

Crawford

2019

Business and Professional Communication Quarterly

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“…COIL projects involve students around the globe working virtually on collaborative technologies for several weeks up to an entire semester. By doing so, students gain indispensable experiential learning for future employability (Starke‐Meyerring, 2010 ).…”

Section: Introductionmentioning

confidence: 99%

Standing strong amid a pandemic: How a global online team project stands up to the public health crisis

Logemann

Aritz

Cardon

et al. 2022

Brit J Educational Tech

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The annual instructional virtual team Project X brings together professors and students from across the globe to engage in client projects. The 2020 project was challenged by the global disruption of the COVID-19 pandemic. This paper draws on a quantitative dataset from a post-project survey among 500 participating students and a qualitative narrative Funding information None * p < 0.05; ** p < 0.01.

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“…While initiatives such as study abroad programs have been traditionally used to promote intercultural exchanges ( 9 ), this approach can be inequitable, with fewer than 10% of US students being able to participate and an overwhelming majority identifying as non-Hispanic, Caucasians ( 10 ). To encourage the development of intercultural competency in post-secondary students, collaborative online international learning (COIL) has been implemented to foster connections between students in different countries and create global learning networks ( 11 , 12 ). Assisted by recent innovations in video conferencing and telecollaborations ( 13 ), the capacity for schools to carry out COIL-based programs has expanded.…”

Section: Introductionmentioning

confidence: 99%

Global health-based virtual exchange to improve intercultural competency in students: Long-lasting impacts and areas for improvement

Case

Collins

Wood

2022

Front. Public Health

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IntroductionAs public health expands its role in global settings, the need to develop intercultural competency for public health students also grows. One initiative being applied to promote global awareness is the use of virtual exchange (VE) programs. VE programs promote collaborative online international learning (COIL) and allow students from different countries to connect and work together on projects related to their field of study; however, there is little research around the long-term impacts of these programs.MethodsUndergraduate pre-health students from the United States who participated in a VE program a year prior were interviewed about their experiences engaging with undergraduate medical students in Egypt. They were asked if the experience impacted their current behaviors, skills, or knowledge, and what improvements could be made to the program. Mezirow's Transformative Learning Theory (TLT) served as the theoretical framework, grounding interview instrument development and directed content analysis procedures. Researchers also engaged in inductive analysis to capture other salient themes.ResultsTen students were interviewed with a majority engaging in either of the two final stages of Mezirow's TLT: “building of self-confidence and self-competence” (60%) and “reintegration” (50%). Other salient themes found were intercultural interactions, VE appreciation, and VE improvements. When describing their experience in one word, students overwhelmingly provided words with positive connotations (80%), with the negative responses being explained by the structure and presentation of the VE.DiscussionStudents were able to apply lessons they learned during the VE within a 1-year follow-up period. This is beneficial, as health professionals require intercultural competency to promote and provide improved health outcomes. Results from this study indicate the need for structure when conducting a VE, addressing the need to increase the number of direct interactions and thereby promoting more intercultural exchanges. Likewise, the interviews demonstrated that changes in course instruction need to be implemented gradually to allow for students to adjust to unfamiliar teaching methods.

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Globally Networked Learning Environments: Reshaping the Intersections of Globalization and E-Learning in Higher Education

Cited by 17 publications

References 21 publications

Building Intercultural Competence Through Virtual Team Collaboration Across Global Classrooms

Building Intercultural Competence Through Virtual Team Collaboration Across Global Classrooms

Standing strong amid a pandemic: How a global online team project stands up to the public health crisis

Global health-based virtual exchange to improve intercultural competency in students: Long-lasting impacts and areas for improvement

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