Internationalization at home (IaH) is the purposeful integration of international and intercultural dimensions into the formal and informal curriculum for all students within domestic learning environments (Beleen & Jones, 2015 AU23: The in-text citation "Beleen & Jones, 2015" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ). Internationalization at Home can also serve as a means to promote common values and closer understandings between different peoples and cultures, enhance cooperation between post-secondary institutions in their internationalization efforts, while also improving the educational quality of the sector and human capacity through mutual learning, comparison and exchange of good practice (Almeida & Morosini, 2019 AU24: The in-text citation "Almeida & Morosini, 2019" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ).
Published in Chapter:
Collaborative Online International Learning (COIL) Case Study: Canadian and Spanish Classes Develop Intercultural Competencies
Jody-Lynn Rebek (Algoma University, Canada), Victor del-Corte-Lora (Universitat Jaume I, Spain), and Eunjung Riauka (Algoma University, Canada)
Copyright: © 2022
|Pages: 16
DOI: 10.4018/978-1-7998-8921-2.ch018
Abstract
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.