Learning in the open: integrating language and culture through student curation, virtual exchange, and OER

Mathieu, Lionel; Murphy-Judy, Kathryn; Godwin‐Jones, Robert; Middlebrooks, Laura; Boykova, Natalia

doi:10.14705/rpnet.2019.37.967

Cited by 1 publication

(1 citation statement)

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“…Students participate in an alternative international academic experience to virtually study abroad that may be more cost-effective than requiring physical travel, while still being able to learn from experts around the world (Zhang et al, 2022). OER instructional materials in these classes also contribute to affordability, although use of OER in COIL courses has only been mentioned briefly in the literature (Mathieu et al, 2019; Ullom, 2017). This article provides additional evidence describing advantages of embedding OER in COIL courses to benefit students and faculty.…”

Section: Literature Reviewmentioning

confidence: 99%

Building Global Relationships: Open Educational Resources and Collaborative Online International Learning Courses

Orzech,

Zhang,

Kegler

et al. 2023

Journal of Educational Technology Systems

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Using open educational resources (OERs) in collaborative online international learning (COIL) courses provides students and faculty the opportunity to share content, enhance knowledge, and develop intercultural competence across geopolitical and other boundaries. Faculty perceptions at the research site regarding benefits and challenges of using OER are consistent with positive findings of other OER research that validate its potential. This case study describes experiences of two college courses taught with different international partners. It shares the journey of co-planning, implementing, and revising assignments highlighting OER instructional materials. Technology and accessibility considerations influence the curricular decisions for each course. They demonstrate how the timely availability of relevant OER content can be particularly impactful for international learning environments like COIL. The article underscores the faculty-librarian-instructional designer collaboration throughout the project and offers suggestions for future study.

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Section: Literature Reviewmentioning

confidence: 99%