| Autor: |
Voelker, Dana K., Bulger, Sean M., Tsuda, Emi, Wyant, James |
| Zdroj: |
International Journal of Kinesiology in Higher Education; April 2024, Vol. 8 Issue: 2 p112-127, 16p |
| Abstrakt: |
ABSTRACTThe curriculum evaluation described in this paper documents the efforts of a group of university faculty to implement Collaborative Online International Learning (COIL) in two kinesiology-related courses at the undergraduate and graduate levels. The engaged students (n = 34) completed pre-post questionnaires measuring changes in intercultural effectiveness and a series of self-reflective prompts regarding their experiences in the involved courses. The evaluation suggests intercultural effectiveness may be best supported when COIL course design: (a) nurtures students’ interest in cultural exploration and learning; (b) engages students in peer-to-peer interaction and social connection across cultures at the beginning and throughout the experience; and (c) supports students’ emotional growth and resilience by providing opportunities to be challenged and problem-solve. Directly informing the sustainability of COIL innovations are administrative supports and strategic prioritization of intercultural engagement amid a higher education climate shaped by supercomplexity factors. |
| Databáze: |
Supplemental Index |
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