Globally Networked Learning in a University Classroom: A Pilot Program

Oberhelman, Steven M.; Dunn, Christina A.

doi:10.30958/aje.6-1-1

Cited by 8 publications

(4 citation statements)

References 11 publications

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“…During the Fall 2020 semester, I will teach two sections of Introduction to Criminal Justice and I will participate in a COIL partnership in one of the sections. I will conduct quantitative assessment to determine if retention, a chronic problem for community colleges, can be increased if students engage in COIL activities (Oberhelman & Dunn, 2019).…”

Section: Areas For Improvement and Future Assessmentmentioning

confidence: 99%

A Framework for the Analysis of Personal Learning Networks

Fair

2021

Research in Networked Learning

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This paper introduces Fast Food da Politica (FFDP) as a case study of a learning network designed to promote social action in a developing country. Our focus is on exploring FFDP design elements, such as those related to tools, tasks and social organization, and the connections between these elements and valued learning activity. FFDP cleverly (re)purposes popular (board) games as pedagogical tools, which are then customised for the teaching and learning of the mechanisms and functioning of Brazilian political structures. FFDP has taken their political games to game-playing sessions across the country in varied venues -including schools, government organisations, and open sessions at market-street events and public protests. Their games are shared as open learning resources through blueprints and manuals that explain the many ways a game can be played, and which are easily downloadable through their website. FFDP also encourages game users (educators and learners) to come up with and share their own game-playing ideas for reuse. As a result, FFDP has built a repository of games that is constantly evolving, as new ways of using their open resources are captured and packaged for sharing and reuse by others. As a not-for-profit organisation, FFDP has been successfully relying on social media and crowdsourced funding to survive. In this paper, we draw on the ACAD Wireframe to explore the alignment of this network's design elements at the micro and meso levels, focusing on the ways FFDP combines a strategic educational vision deeply grounded on action for social change, with a curriculum that emphasizes gaming elements and promotes the physicality of materials in learning. At the micro level, the case study examines how the quality of materials support the development of educational innovation, while at the meso level this organization, driven by young women, is buildingup a learning network for social action, empowering children, youth and adults to learn about the mechanisms of politics and their civil rights, within the Brazilian context. Overall, this paper offers an inspiring example of a productive learning network in action, where participation and co-creation are fostered through connections between a network of people, ideas, digital and material elements. KeywordsOpen education; design for learning; games in education help people learn and teach deeper critical thinking of political matters, and in so doing, to empower learners to take hold of their own future.

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Section: Areas For Improvement and Future Assessmentmentioning

confidence: 99%

A Framework for the Analysis of Personal Learning Networks

Fair

2021

Research in Networked Learning

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“…While students may not understand the value of international experiences for their future goals (Curtis and Ledgerwood, 2018), Lane and Murphrey (2020) suggest the benefits of international experiences can help students with their personal growth and international knowledge and cultural awareness skills. Most importantly, students who participate in international experiences benefit from enhanced learning, critical thinking, relationship-building, leadership skills, improved cultural familiarity, as well as improved academic achievement, increased rates of retention and graduation, increased engagement and improved outcomes in the job market after graduation (Kuh, 2008; Larson and Baburaj, 2020; Oberhelman and Dunn, 2019).…”

Section: Introductionmentioning

confidence: 99%

Increasing global mindset through collaborative online international learning (COIL): internationalizing the undergraduate international business class

Garcia

Smith

Burger

et al. 2023

JIEB

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Purpose This study aims to provide a case example of two partner institutions and business faculty who creatively used a collaborative online international learning (COIL) experience during the height of the COVID-19 pandemic and transition to online learning to internationalize an undergraduate business class and use existing technology to offer a case study project to further students’ global mindset. Design/methodology/approach Using open-ended qualitative comments from an American college and a Peruvian university, researchers uncovered key themes from a virtual COIL-based learning experience offered as part of an international business class. Findings Student end-of-course evaluation comments from both countries validated the success of the learning experience and value of working together with other students and faculty in a virtual setting. Research limitations/implications Areas for future research are provided to extend these initial exploratory findings. However, the implications are clear that the methodology is also appropriate in nonpandemic situations and can quickly bring a global mindset to remote corners of the globe and ensure all students experience the “virtual” study abroad, even when there are travel limitations or budget restrictions for students or the institutions. Practical implications The implementation detail provided can be easily replicated by other institutions with a global mindset and internationalization goals. Social implications The proliferation of COIL-based experiences will impact how study abroad experiences are defined and offered in the future. Originality/value While researchers have documented COIL experiences in the academic literature, their use during the COVID-19 pandemic, as often the only solution for on-going internationalization, has not been thoroughly studied or documented. In addition, the class activities further used team-based international workplace pedagogy, authentic engagement and technology.

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“…Intercultural learning promotes critical thinking skills (West et al, 2022), which may contribute to students' academic success and higher retention rates. Moreover, research has shown that graduation rates are also positively associated with students who experienced intercultural learning in college (Oberhelman & Dunn, 2019). Thus, universities and colleges are aware of the importance of offering students opportunities to participate in intercultural learning activities that enhance critical thinking skills and collaborative learning.…”

Section: Introductionmentioning

confidence: 99%

“…Intercultural learning experiences also appear to play an important role in facilitating student academic success (Oberhelman & Dunn, 2019). Intercultural learning promotes critical thinking skills (West et al, 2022), which may contribute to students’ academic success and higher retention rates.…”

Section: Introductionmentioning

confidence: 99%

Research Globally, Learn Globally: An Innovative Course-Based Research Project Through Collaborative Online International Learning (COIL) Among Nutrition Students From American and Mexican Universities

Goto,

Gutierrez-Gomez

2023

Pedagogy in Health Promotion

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The current article describes a 12-week course-based research project through Collaborative Online International Learning (COIL) among nutrition students from American and Mexican universities. Students were divided into small research teams, developed questionnaires, and conducted online surveys with college students in their home institutions. After a data collection period, each research team analyzed data and compared results between American and Mexican participants. Based on their study results, each research team developed a proposed 6-month nutrition intervention project for college students. Post-COIL project survey results demonstrate that students rated high in the areas of overall COIL experience, the duration and time of interaction in the COIL project, technologies, interaction with peers and professors, global and cultural competency, and overall satisfaction of the project. This research also highlights the importance of a course-based research project in student critical thinking skills and science literacy. Future research is needed to effectively evaluate the synergistic effects of COIL and a course-based research project on student learning across the globe.

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Globally Networked Learning in a University Classroom: A Pilot Program

Cited by 8 publications

References 11 publications

A Framework for the Analysis of Personal Learning Networks

A Framework for the Analysis of Personal Learning Networks

Increasing global mindset through collaborative online international learning (COIL): internationalizing the undergraduate international business class

Research Globally, Learn Globally: An Innovative Course-Based Research Project Through Collaborative Online International Learning (COIL) Among Nutrition Students From American and Mexican Universities

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