Factors enabling and constraining students’ collaborative online international learning experiences

2021 ◽  
Author(s):  
Anisa Vahed
Keyword(s):  
Learning Experiences ◽  
International Learning

scholarly journals Multicultural Learning and Experiences in Design through Collaborative Online International Learning (COIL) Framework

2019 ◽  
Vol 8 (1) ◽  
pp. 5-16
Author(s):  
Abimbola Oluwatoni Asojo ◽  
Yuliya Kartoshkina ◽  
Babatunde Jaiyeoba ◽  
Dolapo Amole
Keyword(s):  
Interior Design ◽  
Intercultural Sensitivity ◽  
Learning Experience ◽  
Learning Experiences ◽  
Collaborative Teaching ◽  
Teaching Methodology ◽  
University Of Minnesota ◽  
International Learning ◽  
Social Environmental ◽  
The University

One of the requirements for interior design students by the Council for Interior Design Accreditation (CIDA) is to be “prepared to work in a variety of contexts as well as across geographic, political, social, environmental, cultural, and economic conditions.” To help with this preparation, faculty partners from two institutions- the University of Minnesota Interior Design and the Architecture Obafemi Awolowo University in Nigeria- created unique learning experiences for their students by using Collaborative Online International Learning (COIL). The main goal of this teaching methodology is to develop students’ cross-cultural competence by linking university classes in different countries. Two COIL projects were chosen to help students practice solving design problems while responding to specific socio-cultural contexts. Students from both countries seemed to greatly benefit from this learning experience. Findings from students’ reflections after the learning experiences indicated deeper intercultural sensitivity in their design solutions and appreciation of technology and collaborative teaching in developing this sensitivity. Overall the framework of COIL strengthened the integration of multicultural learning experiences in both settings.  

scholarly journals "Poverty is our Biggest Enemy": Canadian Nursing Students’ International Learning Experiences (ILEs)

2019 ◽  
Vol 6 (3) ◽  
pp. 119-142
Author(s):  
Hannah Ashwood-Smith ◽  
Lorelei Newton ◽  
Renate Gibbs
Keyword(s):  
Nursing Students ◽  
Learning Experiences ◽  
International Learning

In Real Time: Exploring Nursing Students’ Learning during an International Experience

2013 ◽  
Vol 10 (1) ◽  
pp. 227-236 ◽  
Author(s):  
Barbara Afriyie Asenso ◽  
Sheryl Reimer-Kirkham ◽  
Barbara Astle
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Transformative Learning ◽  
Real Time ◽  
Learning Experience ◽  
Learning Experiences ◽  
International Experience ◽  
Media Representations ◽  
Educational Strategies ◽  
International Learning

AbstractNursing education has increasingly turned to international learning experiences to educate students who are globally minded and aware of social injustices in local and global communities. To date, research with international learning experiences has focused on the benefits for the students participating, after they have completed the international experience. The purpose of this qualitative study was to explore how nursing students learn during the international experience. The sample consisted of eight nursing students who enrolled in an international learning experience, and data were collected in “real time” in Zambia. The students were observed during learning activities and were interviewed three times. Three major themes emerged from the thematic analysis: expectations shaped students’ learning, engagement facilitated learning, and critical reflection enhanced learning. Implications are discussed, related to disrupting media representations of Africa that shape students’ expectations, and educational strategies for transformative learning and global citizenship.

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