Influences of academic culture in Collaborative Online International Learning (Coil)

Differences in Mexican and U.S. students' reported experiences

Datos Bibliográficos

ID8939482
AutoresCarmen King de Ramírez (0000-0001-8857-142X, Department of Spanish and Portuguese University of Arizona Tucson Arizona USA, autor de correspondencia)
Año2020
Volumen53
Número3
Páginas438-457
Fecha de publicación2020-09-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaForeign Language Annals (JOURNAL)
Identificadores de la revistaISSN: 0015-718X • E-ISSN: 1944-9720
EditorialWiley (PUBLISHER • GB)
DOI10.1111/flan.12485
OpenAlexW3085590579
IdiomaEN
Citas recibidas8
Referencias citadas30

Collaborative Online International Learning (COIL) is an education model that provides a framework for international academic exchanges. Though COIL projects outline some best practices for academic partnerships, there are still several areas of project development in which participating faculty must make important decisions that affect the success of the academic venture. Perhaps one of the most important, yet frequently overlooked, aspects of international academic exchanges are the considerations made for differences in academic cultural practices. The current article details a COIL project in which binational faculty and students shared a semester‐long course. At the conclusion of the course, the two student groups reported vast differences in their experiences. In an effort to explain students' divergent perspectives, the author examines the academic climate reported by students and how academic practices implemented in the COIL project affected the overall success of the course

Affect (linguistics · Higher education · Mathematics education · Pedagogy · Political science · Sociology · Global Education and Multiculturalism · Higher Education Governance and Development · International Student and Expatriate Challenges · Psychology