Pedagogical Dimensions and Intercultural Learning Outcomes of COIL: A Review of Studies Published between 2013-2022
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| Title: | Pedagogical Dimensions and Intercultural Learning Outcomes of COIL: A Review of Studies Published between 2013-2022 |
|---|---|
| Language: | English |
| Authors: | Ruben Fukkink (ORCID |
| Source: | Journal of Studies in International Education. 2024 28(5):761-779. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Barriers, Cultural Awareness, Cooperative Learning, Intercultural Communication, Electronic Learning, Pedagogical Content Knowledge, Technological Literacy, Outcomes of Education, Psychological Patterns, Student Behavior, Cognitive Processes, College Students, Opportunities, Foreign Countries, International Educational Exchange |
| Geographic Terms: | Africa, Australia, Europe, North America, South America |
| DOI: | 10.1177/10283153241262462 |
| ISSN: | 1028-3153 1552-7808 |
| Abstract: | This systematic review examines pedagogical barriers and facilitators for intercultural learning in Collaborative Online International Learning (COIL)/International Virtual Exchange (VE) projects, as well as their related outcomes. The review analyzed 56 studies published between 2010-2022 in the databases ERIC, PsychInfo, Scopus, and Web of Science. Following the TPACK model as an analytical framework, findings suggest that COILs can have a positive impact on intercultural learning when different barriers and facilitators related to pedagogical knowledge, pedagogical content knowledge, and technological pedagogical knowledge are effectively addressed throughout the preparation, execution, and evaluation stages of COILs. Overall, the majority of outcomes for intercultural learning were positive (61.8%), but also zero results (23.6%) and negative findings (14.5%) have been reported for the affective, behavioral, and cognitive domain. The review offers pedagogical recommendations for intercultural learning with COILs, along with a discussion of strengths and limitations of the current knowledge base. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1451321 |
| Database: | ERIC |
| Abstract: | This systematic review examines pedagogical barriers and facilitators for intercultural learning in Collaborative Online International Learning (COIL)/International Virtual Exchange (VE) projects, as well as their related outcomes. The review analyzed 56 studies published between 2010-2022 in the databases ERIC, PsychInfo, Scopus, and Web of Science. Following the TPACK model as an analytical framework, findings suggest that COILs can have a positive impact on intercultural learning when different barriers and facilitators related to pedagogical knowledge, pedagogical content knowledge, and technological pedagogical knowledge are effectively addressed throughout the preparation, execution, and evaluation stages of COILs. Overall, the majority of outcomes for intercultural learning were positive (61.8%), but also zero results (23.6%) and negative findings (14.5%) have been reported for the affective, behavioral, and cognitive domain. The review offers pedagogical recommendations for intercultural learning with COILs, along with a discussion of strengths and limitations of the current knowledge base. |
|---|---|
| ISSN: | 1028-3153 1552-7808 |
| DOI: | 10.1177/10283153241262462 |
