The effectiveness of Collaborative Online International Learning (COIL) on intercultural competence development in higher education

被引：74

作者：

Hackett, Simone ^{[1
,2
]}

Janssen, Jeroen ^{[1
]}

Beach, Pamela ^{[3
]}

Perreault, Melanie ^{[3
]}

Beelen, Jos ^{[4
]}

van Tartwijk, Jan ^{[1
]}

机构：

[1] Univ Utrecht, Fac Social & Behav Sci, Dept Educ & Pedag, Heidelberglaan 1, NL-3584 CS Utrecht, Netherlands

[2] Hague Univ Appl Sci THUAS, Fac Hlth Nutr & Sports, Johanna Westerdijkplein 75, NL-2521 EN The Hague, Netherlands

[3] SUNY, Coll Brockport, Dept Kinesiol Sports Studies & Phys Educ, New York, NY USA

[4] Hague Univ Appl Sci, Global Learning Lectorate, The Hague, Netherlands

来源：

INTERNATIONAL JOURNAL OF EDUCATIONAL TECHNOLOGY IN HIGHER EDUCATION | 2023年 / 20卷 / 01期

基金：

欧盟地平线“2020”;

关键词：

Collaborative Online International Learning (COIL); Collaborative learning; Intercultural competence; Internationalisation; Cultural intelligence; MULTICULTURAL PERSONALITY QUESTIONNAIRE; STUDENTS; ABROAD; IMPACT; VALIDITY;

D O I：

10.1186/s41239-022-00373-3

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

In this study we measured the effect of COIL on intercultural competence development using a quasi-experimental design. Our sample consisted of 108 undergraduate students from two universities, one located in the Netherlands (NL) and one in the United States (US). Students' self-reported intercultural competence was measured using a pre-post survey which included the Cultural Intelligence Scale (CQS) and Multicultural Personality Questionnaire (MPQ). Qualitative data were collected to complement our quantitative findings and to give a deeper insight into the student experience. The data showed a significantly bigger increase in intercultural competence for the US experimental group compared to the US control group, supporting our hypothesis that COIL develops intercultural competence. This difference was not observed for the NL students, possibly due to the NL control group being exposed to other international input during the course.

引用

页数：21

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