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

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

Bibliographic Data

ID8939482
AuthorsCarmen King de Ramírez (0000-0001-8857-142X, Department of Spanish and Portuguese University of Arizona Tucson Arizona USA, corresponding author)
Year2020
Volume53
Issue3
Pages438-457
Publication date2020-09-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueForeign Language Annals (JOURNAL)
Journal identifiersISSN: 0015-718X • E-ISSN: 1944-9720
PublisherWiley (PUBLISHER • GB)
DOI10.1111/flan.12485
OpenAlexW3085590579
LanguageEN
Citations received8
References cited30

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